Exploring a Tailored Approach for Coordinated Early Intervening Services (CEIS) Designed to Address Struggling General Education Students Targeted for Special Education
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| Title: | Exploring a Tailored Approach for Coordinated Early Intervening Services (CEIS) Designed to Address Struggling General Education Students Targeted for Special Education |
|---|---|
| Language: | English |
| Authors: | Denise Lynch |
| Source: | ProQuest LLC. 2024Ph.D. Dissertation, Illinois State University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 152 |
| Publication Date: | 2024 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Early Intervention, General Education, Student Placement, Self Efficacy, Racial Factors, Elementary Secondary Education, Students, Special Education, Performance, Standards, Mathematics, Reading, Academic Support Services |
| ISBN: | 979-83-8278-403-8 |
| Abstract: | This quantitative causal-comparative study examined whether early recuperative Department of Education (DOE) Coordinated Early Intervening Services (CEIS) could significantly impact the number of underperforming general education students targeted for special education services resulting from "not meeting Math and Reading grade-level state standards." Approximately 1400+ students were randomly selected from several elementary, middle, and high schools and enrolled for four years in CEIS in the Equliebeh School District. This study's findings were generated in response to several research questions that provided valuable insights into CEIS factors that impacted students' academic performance within the context of its programming. For instance, although some data points of this study align with CEIS expectations for approximately 1400+ students rostered, only 395 had the complete required data sets. Furthermore, this study's findings suggested that self-efficacy could be a crucial determinant in the success or failure of all stakeholders, specifically providers and participants selected from various ethnic groups enrolled in the program. Furthermore, the study also highlighted disparities among diverse racial and ethnic groups, which aligned with the tenets of social injustice. These disproportions underscored the need to examine structural and systemic failures contributing to educational inequities before, during, and after programming. The practical implications of this study's findings are profound for academic institutions and education policy executives who are responsible for the execution and enforcement of the DOE laws. Understanding how demographic factors, disciplinary actions, attendance patterns, and even mobility elements influence student achievement underscores the necessity of targeted support systems grounded in social-emotional intervention support, hence a holistic lens to guarantee some success. The findings of this study will also provide valuable insights into the need for potential improvements in educational administrative practices, not so much for the policymakers or crafters of the initiatives but for the executioners. LEAs and educational administrators must consider implementing proactive systems tailored to the most defenseless, vulnerable children needing academic lenience, as they are constantly innocent victims of systemic academic disarray. Education administration must build trusting relationships and mobilize their constituents while embracing social-emotional challenges in educational processes and demanding changes in self-awareness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31295003 |
| Accession Number: | ED657473 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: ED657473 AccessLevel: 3 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring a Tailored Approach for Coordinated Early Intervening Services (CEIS) Designed to Address Struggling General Education Students Targeted for Special Education – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Denise+Lynch%22">Denise Lynch</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22ProQuest+LLC%22"><i>ProQuest LLC</i></searchLink>. 2024Ph.D. Dissertation, Illinois State University. – Name: Avail Label: Availability Group: Avail Data: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 152 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Dissertations/Theses - Doctoral Dissertations – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22General+Education%22">General Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Placement%22">Student Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Factors%22">Racial Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Performance%22">Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Standards%22">Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Support+Services%22">Academic Support Services</searchLink> – Name: ISBN Label: ISBN Group: ISBN Data: 979-83-8278-403-8 – Name: Abstract Label: Abstract Group: Ab Data: This quantitative causal-comparative study examined whether early recuperative Department of Education (DOE) Coordinated Early Intervening Services (CEIS) could significantly impact the number of underperforming general education students targeted for special education services resulting from "not meeting Math and Reading grade-level state standards." Approximately 1400+ students were randomly selected from several elementary, middle, and high schools and enrolled for four years in CEIS in the Equliebeh School District. This study's findings were generated in response to several research questions that provided valuable insights into CEIS factors that impacted students' academic performance within the context of its programming. For instance, although some data points of this study align with CEIS expectations for approximately 1400+ students rostered, only 395 had the complete required data sets. Furthermore, this study's findings suggested that self-efficacy could be a crucial determinant in the success or failure of all stakeholders, specifically providers and participants selected from various ethnic groups enrolled in the program. Furthermore, the study also highlighted disparities among diverse racial and ethnic groups, which aligned with the tenets of social injustice. These disproportions underscored the need to examine structural and systemic failures contributing to educational inequities before, during, and after programming. The practical implications of this study's findings are profound for academic institutions and education policy executives who are responsible for the execution and enforcement of the DOE laws. Understanding how demographic factors, disciplinary actions, attendance patterns, and even mobility elements influence student achievement underscores the necessity of targeted support systems grounded in social-emotional intervention support, hence a holistic lens to guarantee some success. The findings of this study will also provide valuable insights into the need for potential improvements in educational administrative practices, not so much for the policymakers or crafters of the initiatives but for the executioners. LEAs and educational administrators must consider implementing proactive systems tailored to the most defenseless, vulnerable children needing academic lenience, as they are constantly innocent victims of systemic academic disarray. Education administration must build trusting relationships and mobilize their constituents while embracing social-emotional challenges in educational processes and demanding changes in self-awareness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31295003" linkWindow="_blank">https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31295003</link> – Name: AN Label: Accession Number Group: ID Data: ED657473 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED657473 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 152 Subjects: – SubjectFull: Early Intervention Type: general – SubjectFull: General Education Type: general – SubjectFull: Student Placement Type: general – SubjectFull: Self Efficacy Type: general – SubjectFull: Racial Factors Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: Students Type: general – SubjectFull: Special Education Type: general – SubjectFull: Performance Type: general – SubjectFull: Standards Type: general – SubjectFull: Mathematics Type: general – SubjectFull: Reading Type: general – SubjectFull: Academic Support Services Type: general Titles: – TitleFull: Exploring a Tailored Approach for Coordinated Early Intervening Services (CEIS) Designed to Address Struggling General Education Students Targeted for Special Education Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Denise Lynch IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: isbn-print Value: 979-83-8278-403-8 Titles: – TitleFull: ProQuest LLC Type: main |
| ResultId | 1 |
