Theses and Dissertations from UMD
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New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
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Item Impacts of Identity Change on Trans and Disabled College Students(2023) Klager, Adam; Espino, Michelle M; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)While many student development theories exist to understand how students grow in their understandings of their identities during their time in college, no theories exist to understand students who are experiencing a change in their social identities themselves. As previous research has indicated that identity change can be stressful and isolating, as well as an educational process, research is needed to understand how to best support students and understand the impacts of their identity changes. This study attempted to start filling this gap in the literature by using narrative inquiry and Abes et al.’s (2007) reconceptualization of the Model of Multiple Dimensions of Identity to understand the identity changes of undergraduate transgender students and students who acquired physical disabilities. The study’s findings revealed the impact that identity change can have on students’ need for community, personal relationships, social interactions, and holistic growth. These findings offered new perspectives on the experiences of trans and disabled college students, demonstrating the need for future research on these populations’ identities, as well as on students’ experiences of identity change overall.Item AN INVESTIGATION INTO THE RELATIONSHIP BETWEEN CO-TEACHING AND STUDENT ENGAGEMENT(2022) Clancy, Erin; Wexler, Jade A; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Federal law mandates that students with disabilities (SWDs) receive specially designed instruction (SDI), which includes the adaptation of the content, methodology, or delivery of instruction to meet SWDs’ unique needs, to ensure access to the general education curriculum (Rodgers et al., 2021; Ten Napel, 2017) within the least restrictive environment (Individuals with Disabilities Education Act, 2004). One common service delivery model for the many SWDs in the general setting education is co-teaching, wherein a content-area teacher (CAT) and a special education teacher (SET) share instructional responsibilities. The CAT and SET can use a variety of models (e.g., team teaching) to implement co-teaching. Although research showing the effectiveness of co-teaching for improving student achievement is limited (Clancy & Wexler, see Chapter 2; Murawski & Swanson, 2001), co-teaching has the potential to increase student engagement due to the defining features of certain co-teaching models that may benefit SWDs. Increasing student engagement is important as engagement is positively correlated with student outcomes, such as retaining information, graduating from high school, and pursuing postsecondary education (Finn, 1993).To better understand the extent to which different co-teaching models are implemented and which teacher (i.e., CAT or SET) leads instruction during the implementation of certain co-teaching models, it is necessary to extend previous research (e.g., Wexler et al., 2018). Additionally, given the importance of engagement and the potential relationship between co-teaching and engagement, it is necessary to explore whether specific co-teaching models are associated with higher levels of student engagement. Thus, there are two goals of the current dissertation. The first goal is to investigate the frequency of use of each co-teaching model and the extent to which each co-teacher leads instruction during the implementation of certain models. The second goal is to explore the relationship between each observed co-teaching model and student engagement. The current manuscript includes a statement of the problem, theoretical framework, literature synthesis, research questions, methodological approach, results, and discussion for the study. I provide this information sequentially over five chapters. Chapter 1 introduces the problem the current dissertation seeks to address. This chapter provides an overview of current service delivery models for SWDs in the general education setting, including co-teaching, and includes extended descriptions of each of the six co-teaching models. Chapter 1 also provides an overview of the research on student engagement. The chapter closes by providing a statement of the problem and the theoretical framework. Chapter 2 of the dissertation presents a literature synthesis of experimental studies investigating the effect of co-teaching on student achievement. The purpose of the synthesis is to extend a previous synthesis (Murawski & Swanson, 2001) and provide updated knowledge on the impact co-teaching has on student outcomes. While co-teaching has been a commonly used service delivery model, information about its effectiveness is limited. This synthesis contributes a new understanding of co-teaching as more than 20 years have passed since Murawski and Swanson’s initial synthesis. In Chapter 3, I describe the methodological approach of the empirical study. I used archival observation data to determine which co-teaching models were used most often and which teacher led instructional delivery for specific models (i.e., one-teach-one observe, one teach-one assist, one teach-one monitor). I then investigated the relationships between student engagement and the observed co-teaching models. Chapter 4 provides the results of the empirical study. Results from the observation data showed that team teaching and one teach-one assist were the most relied upon co-teaching models. Additionally, the CAT typically led instruction during implementation of one teach-one assist and other independently driven models. Furthermore, there was a moderate significant relationship between engagement and the co-teaching models. Then, Chapter 5 contextualizes the findings within similar research and the theoretical framework. The findings of the first research question on observed co-teaching models align with similar recent research. The investigation into the relationship between co-teaching models and student engagement aligned with the theoretical framework. Specifically, student engagement was observed more frequently in models where both teachers drove instruction (i.e., alternative, station, and team teaching). In closing, I provide implications for practice as well as recommendations for additional research and present the conclusion.Item INCREASING READING ACHIEVEMENT AND NARROWING THE READING ACHIEVEMENT GAP FOR STUDENTS WITH DISABILITIES THROUGH EFFECTIVE EVIDENCE-BASED CORE INSTRUCTION, EARLY IDENTIFICATION & PREVENTION AND TIERED INTERVENTIONS(2021) Harris, Christina Marie; McLaughlin, Margaret J; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)ABSTRACT Title of Dissertation: INCREASING READING ACHIEVEMENT AND NARROWING THE READING ACHIEVEMENT GAP FOR STUDENTS WITH DISABILITIES THROUGH EFFECTIVE EVIDENCE-BASED CORE INSTRUCTION, EARLY IDENTIFICATION & PREVENTION AND TIERED INTERVENTIONS Christina M. Harris, Doctorate of Education, 2021 Dissertation directed by: Dr. Margaret McLaughlin, College of Education Many students, especially students with disabilities are underachieving in reading. Early evidence-based literacy instruction implemented in kindergarten and first grade is critical for providing the necessary foundation for learning to read. The status of kindergarten and first grade literacy instruction impacts the goal of ensuring students are reading by grade three and sets the trajectory for future academic success. This study focused on determining the status of evidence-based early literacy instruction in K-1 classrooms in District C through surveying teachers regarding their knowledge and skills in teaching reading and their use of instructional practices. Observations during literacy instruction in a sampling of classrooms in the district focused on implementation of key practices aligned with structured literacy. The investigation of teacher knowledge of evidence-based literacy instructional practices and the status of implementation of evidence-based literacy instruction in K-1 classrooms will help to inform teacher professional development so that early evidence-based literacy instruction is implemented in core instruction in the most critical grades which will improve reading achievement for all students, including students with disabilities. The research study was guided by these questions: 1. To what extent do teachers in grade K-1 classrooms report having the knowledge and skills to teach all students using evidence-based early literacy practices in the five areas of reading? 2. What challenges to implementing evidence-based early literacy practices do K-1 teachers report? 3. To what extent do a sample of K-1 teachers demonstrate evidence-based literacy practices aligned with key principles of structured literacy? Based on the survey results, the majority of teachers rated having about average to high levels of knowledge with teaching the 5 areas of reading but rated lower teaching reading to struggling readers and students with disabilities. Teachers rated highest their knowledge/skills in teaching phonemic awareness and phonics and rated lowest for vocabulary. Teachers reported the most prevalent instructional practices used are teacher demonstrations/modeling and guided practice and the most prevalent grouping approach is whole class. Classroom observation results indicated that teachers are implementing evidence-based instructional practices, but with varying frequencies including high rates of teacher modeling and low practice opportunities for students.Item A longitudinal analysis of disproportionality in statewide exclusionary discipline of students with disabilities(2016) Williams, Alisa Michele; Strein, William; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The study examined the state-by-state changes in the rates of exclusionary discipline of students with disabilities compared to their non-disabled peers. Historically, students with disabilities have been excluded at rates that are out of proportion with their population. This study used state discipline to investigate the current status of disproportional exclusion of students with disabilities and if there are any regional trends in the discipline of students receiving special education services. Results indicate that in both the 2009-2010 and 2011-2012 school years, there were significant differences between the rates at which students with and without disabilities were disciplined. Students with disabilities were suspended at higher rates during both school years and expelled at higher rates during the 2011-2012 school year. Results also suggest that rates of suspensions and expulsions continue to be high, particularly for students with disabilities. Findings may help states and schools develop policies that promote fair discipline of students with disabilities.Item ASSISTIVE TECHNOLOGY USE AMONG SECONDARY SPECIAL EDUCATION TEACHERS IN A PRIVATE SCHOOL FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES: TYPES, LEVELS OF USE AND REPORTED BARRIERS.(2015) Constantinescu, Carmen; McLaughlin, Margaret; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Special education teachers are expected to integrate assistive technology (AT) for students with disabilities per Individuals with Disabilities Education Act (IDEA). However, the legal mandates do not provide clear guidelines regarding the type, the frequency, and the purpose for which AT can be used and, often, the decision of AT integration is left up to teachers and members of Individualized Educational Plan (IEP) teams who may or may not have complete knowledge of the AT implementation strategies. This research study provides an overview of how teachers of different content areas in a technology-rich self-contained secondary program for students with learning disabilities implemented AT in their daily instruction. Teacher reports and observations reflected discrepancies in how teachers may perceive their teaching with AT and revealed that, in spite of having access to a variety of technologies, there continues to be a focus on using low and medium AT (less complex technology). Specific factors (barriers) that influenced the integration of technology for students with learning disabilities are also investigated and described.Item INDIVIDUAL CHARACTERISTICS OF STUDENTS WITH AND WITHOUT DISABILITIES WHO RECEIVED A WAIVER FOR THE REQUIREMENTS NECESSARY TO EARN A STANDARD DIPLOMA: A STUDY OF ONE SYSTEM(2013) Cantrell, David Jay; McLaughlin, Margaret J; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to investigate the association of individual characteristics to include disability status, age, gender, and race-ethnicity on receiving a waiver from one or more of the requirements for receipt of the standard diploma among students with and without disabilities. Student data was drawn from a large, international school system, referred to as the Participating School System (PSS) that operates schools throughout the world for military and civilian dependents. Descriptive statistics, chi-square tests, and logistic regression analyses were used to answer the four research questions. The results of this study demonstrated there was an association between age, race-ethnicity, and disability status and receiving a waiver from the requirements for the standard diploma. Logistic regression analyses showed that disability status, race-ethnicity, and age increased the odds of receiving any type of waiver, a mathematics waiver, a foreign language waiver, and an other course credit waiver (i.e., science, physical education). Regardless of a student's race-ethnicity, students with disabilities had increased odds of receiving a waiver than did students without disabilities. Although students with disabilities were more likely to receive a waiver than students without disabilities, regardless of race/ethnicity, non-White students with disabilities had increased likelihood of receiving a waiver than White students with disabilities. Additionally, older students with disabilities had increased odds of receiving a waiver. The rationales for granting a waiver for students with disabilities consistently cited were the student's disability status and assessed academic weakness as the reason for granting the waiver or waivers of requirements for the standard diploma. Recommendations stress that school procedures and guidance for awarding a waiver from the requirements for the standard diploma should be clearly designed and articulated to parents, students, and school staff, and specific guidance is provided to special education teams to ensure that students with disabilities are afforded a commensurate educational experience that is provided to students without disabilities. Additionally, school programs should be in place to develop appropriate accommodations and interventions to support the often depressed academic skills of students with disabilities; academic skills that are necessary to successfully complete the requirements for receipt of the standard diploma.Item THE ROLE OF SELF-DETERMINATION ON QUALITY OF LIFE, STUDENT ENGAGEMENT, AND ENVISIONING A CAREER/LIFE GOAL OR FUTURE FOR STUDENTS PARTICIPATING IN A BEST PRACTICES TRANSITION INTERVENTION(2012) Ferguson, Terri Kay; Fabian, Ellen; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Self-determination has been identified as a major predictive factor for positive postsecondary outcomes for students with disabilities. The purpose of this study was to determine the role of self-determination in productive student engagement, perceived quality of life, and the ability to envision a career/life goal or future for students with multiple disabilities participating in a promising practices transition intervention. Results indicated significant results in the areas of student engagement and quality of life indicating the importance of self-determination on these factors. The results indicated a negative correlation between two of the self-determination subscales and envisioning a career/life goal which was an interesting and contradictory finding to the existing literature. Implications and recommendations are discussed.