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Learner:           Gregory Nelson                                              

 

 

 

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<Course ID Number>  EDR8204-8	<Faculty Mentor> Dr. Weinberg
<Course Title> Advanced Qualitative Design and Measurement	<Assignment Number or Title> Week 8 - Assignment: Develop a Fictitious Qualitative Data Analysis and Interpretation

 

 

 

  

 

NORTHCENTRAL UNIVERSITY

 

                                             Week 8: Develop a Qualitative Methodology and Design for a Fictitious Study               

 

Professor: Dr. Weinberg

 

NELSONG EDR 8204

Since there has been no Institutional Review Board (IRB) approval for your proposed fictitious data collection, you must refrain from collecting any real data. To collect fictitious qualitative data without IRB approval for this assignment, a role playing technique will be used. Locate five people who are familiar with your target population for a qualitative study you might conduct for your dissertation. For example, if you are planning to interview middle school teachers regarding student motivation to perform well academically, find five people who could reasonably play the role of these respondents. 

 

Then, complete the following assignment requirements:

 

·         Conduct five individual interviews using the questions you developed in Assignment 6.

 

·         Conduct an analysis of your open-ended interview results using techniques outlined from your assigned readings (be sure to provide reference citations). 

 

·         Submit your coded data by homogeneous categories as well as a description of the emergent themes.

 

·         Address your statement of the problem and research question(s) from Assignment 6 using your data analysis.     

 

·         Provide applicable conclusions and implications as applied to the purpose of your research and for further research.

 

 

 

Week 8 - Assignment: Develop a Fictitious Qualitative Data Analysis and Interpretation

 

Introduction

 

 

 

Interview One with Jan Pasenholfer (Bexar County Academy Test Coordinator)

 

·         Ms. Pasenholfer Can you describe any significant challenges that you experience with placing students with learning disabilities within a general education classroom compare to that of a special education classroom.

 

·         Ms. Pasenholfer Tell us how you help students with learning disability to determine the type of classroom placement and testing that would make them successful.

 

·         Ms. Pasenholfer Can you tell us what barriers you have notice during your observation that students with learning disabilities faced within special education classrooms, inclusion and general education classroom.

 

·          Ms. Pasenholfer Can you tell us how students with learning disabilities are aligned with the type of classroom placement being implemented.

 

·         Ms. Pasenholfer Can you describe to us the different types of classroom placement being used to help students with learning disabilities.

 

·         Ms. Pasenholfer can you tell us how are students with learning disabilities being selected for placement within a general education classroom.

 

·         Ms. Pasenholfer can you describe to us whether there is a significant difference in determining whether student classroom placement is being aligned to their test scores and academic achievement.

 

·         Ms. Pasenholfer can you tell us how state and federal regulations for classroom placement are being used to place students with learning disabilities according to their IEPS.

 

·         Ms. Pansenholfer can you tell us was there any significant differences found with a general education and special education classroom for students with a learning disability.    [JW1] 

 

·         Ms. Panseholfer can you tell us which classroom placement you prefer.

 

Second Interview with Tina Cocklow (Bexar County Academy School Director)

 

·         Ms. Tina Cocklow can you describe any significant challenges that you experience with placing students with learning disabilities within a general education classroom compare to that of a special education classroom.

 

·         Ms. Tina Cocklow Tell us how you help students with learning disability to determine the type of classroom placement and testing that would make them successful.

 

·         Ms. Tina Cocklow can you tell us what barriers you have notice during your observation that students with learning disabilities faced within special education classrooms, inclusion and general education classroom.

 

·          Ms. Tina Cocklow can you tell us how students with learning disabilities are aligned with the type of classroom placement being implemented.

 

·         Ms. Tina Cocklow can you describe to us the different types of classroom placement being used to help students with learning disabilities.

 

·         Ms. Tina Cocklow can you tell us how are students with learning disabilities being selected for placement within a general education classroom.

 

·         Ms. Tina Cocklow can you describe to us whether there is a significant difference in determining whether student classroom placement is being aligned to their test scores and academic achievement.

 

·         Ms. Tina Cocklow can you tell us how state and federal regulations for classroom placement are being used to place students with learning disabilities according to their IEPS.

 

·         Ms. Tina Cocklow can you tell us was there any significant differences found with a general education and special education classroom for students with a learning disability.    [JW2] 

 

·         Ms. Tina Cocklow can you tell us which classroom placement you prefer.

 

 

 

Interview three with Mr. Marcos Edison (Bexar County Academy Dean of Education)

 

·         Mr. Marcos Edison Can you describe any significant challenges that you experience with placing students with learning disabilities within a general education classroom compare to that of a special education classroom.

 

·         Mr. Marcos Edison Tell us how you help students with learning disability to determine the type of classroom placement and testing that would make them successful.

 

·         Mr. Marcos Edison Can you tell us what barriers you have notice during your observation that students with learning disabilities faced within special education classrooms, inclusion and general education classroom.

 

·          Mr. Marcos Edison Can you tell us how students with learning disabilities are aligned with the type of classroom placement being implemented.

 

·         Mr. Marcos Edison Can you describe to us the different types of classroom placement being used to help students with learning disabilities.

 

·         Mr. Marcos Edison can you tell us how are students with learning disabilities being selected for placement within a general education classroom.

 

·         Mr. Marcos Edison can you describe to us whether there is a significant difference in determining whether student classroom placement is being aligned to their test scores and academic achievement.

 

·         Mr. Marcos Edison can you tell us how state and federal regulations for classroom placement are being used to place students with learning disabilities according to their IEPS.

 

·         Mr. Marcos Edison can you tell us was there any significant differences found with a general education and special education classroom for students with a learning disability.    [JW3] Mr. Marcos Edison can you tell us which classroom placement you  prefer.

 

·         Mr. Marcos Edison can you tell us which classroom placement you prefer

 

Interview four with Dr. Hajj (Bexar County Academy School Principal)

 

·         Dr. Hajj Can you describe any significant challenges that you experience with placing students with learning disabilities within a general education classroom compare to that of a special education classroom.

 

·         Dr. Hajj you tell us how you help students with learning disability to determine the type of classroom placement and testing that would make them successful.

 

·         Dr. Hajj can you tell us what barriers you have notice during your observation that students with learning disabilities faced within special education classrooms, inclusion and general education classroom.

 

·          Dr. Hajj can you tell us how students with learning disabilities are aligned with the type of classroom placement being implemented.

 

·         Dr. Hajj can you describe to us the different types of classroom placement being used to help students with learning disabilities.

 

·         Dr. Hajj you tell us how students with learning disabilities are being selected for placement within a general education classroom.

 

·         Dr. Hajj can you describe to us whether there is a significant difference in determining whether student classroom placement is being aligned to their test scores and academic achievement.

 

·         Dr. Hajj can you tell us how state and federal regulations for classroom placement are being used to place students with learning disabilities according to their IEPS.

 

·         Dr. Hajj can you tell us was there any significant differences found with a general education and special education classroom for students with a learning disability.    [JW4] 

 

·         Dr. Hajj can you tell us which classroom placement you prefer.

 

Interview five with Ms. Miledge (Bexar County Academy Superintendent of Schools)

 

·         Ms. Miledge Can you describe any significant challenges that you experience with placing students with learning disabilities within a general education classroom compare to that of a special education classroom.

 

·         Ms. Miledge can you tell us how you help students with learning disability to determine the type of classroom placement and testing that would make them successful.

 

·         Ms. Miledge can you tell us what barriers you have notice during your observation that students with learning disabilities faced within special education classrooms, inclusion and general education classroom.

 

·          Ms. Miledge can you tell us how students with learning disabilities are aligned with the type of classroom placement being implemented.

 

·         Ms. Miledge can you describe to us the different types of classroom placement being used to help students with learning disabilities.

 

·         Ms. Miledge can you tell us how are students with learning disabilities being selected for placement within a general education classroom.

 

·         Ms. Miledge can you describe to us whether there is a significant difference in determining whether student classroom placement is being aligned to their test scores and academic achievement.

 

·         Ms. Miledge can you tell us how state and federal regulations for classroom placement are being used to place students with learning disabilities according to their IEPS.

 

·         Ms. Miledge can you tell us was there any significant differences found with a general education and special education classroom for students with a learning disability.    [JW5] 

 

·         Ms. Miledge can you tell us which classroom placement you prefer.

 

Coded data by homogeneous categories as well as a description of the emergent themes

 

Theme	Final Code Categorize	Expanded Code applied	Initial Codes Name
Classroom Placement	General Education Classroom	Open Communication	Student learning disabilities
Classroom Placement	Special Education Classroom	Confidentiality	Teacher response to interview questions
		Creating an productive learning Environment
		Developing Placement Plan based upon students IEPS
		Reviewing and analyzing student IEPS for classroom placement

 

 

 

Address your statement of the problem and research question(s) from Assignment 6 using your data analysis.

 

 

 

Research Question

 

·         How are the rules and regulations for students placed in a general education classroom different from students placed in a special education classroom?

 

·         Statement of the Problem

 

·         Over the past decade there have been several changes in education which includes changes made to students learning environment whether within a general education classroom or special education classroom. Fuchs, Fuchs and Stecker, (2010) stated that many federal laws requires that all schools educate students with a learning disability within their environmental mainstream. Fuchs, Fuchs and Stecker also stated that federal laws also mandate that every student with a learning disability be taught separately when there is a need due to the severity of their disability. Therefore, the integrated of students with a learning disability into the general education classroom is not beneficial such that the regular educational environment is not practical, even with the use of supplementary aids and services to learning and development of these students (Fuchs, Fuchs & Stecker, 2010).

 

·         According to Fuchs, Fuchs and Stecker, many students with a learning disability receive specialize services within a different classroom environment other than a general education classroom. Fuchs, Fuchs and Stecker stated that these services are being given to students either part–day during “pull–outs” to help regulate student classroom instruction in order for students with moderate to serve learning disability along with intensified accommodations. Fuchs, Fuchs and Stecker indicated that students in special day classes typically spend most or all of their days in a specially designed instructional setting. Therefore, the purpose of this study is exploring the different types of challenges students with learning disabilities face while trying to score successfully on the state achievement test. 

 

Analysis of your open-ended interview results

 

Provide applicable conclusions and implications as applied to the purpose of your research and for further research.