You do not have access to any existing collections. You may create a new collection. MLA Senior, Melissa. APA Senior, M. Chicago Senior, Melissa. Last Modified March 20, Creator Senior, Melissa Affiliation: School of Education, School Psychology Graduate Program Abstract The number of students with disabilities SWD enrolling in college continues to rise yet the graduation rates for this population remain below those of their peers without disabilities. SWD face more challenges before and after entering college than their peers without disabilities, which places them at greater risk for attrition.
Previous research explored patterns associated with college persistence for SWD and found that while they often utilize kindergarten through 12th grade disability-resources, they are less likely to use disability-related services during college. However, limited information is available about the experiences of SWD in college. This study explored the characteristics, experiences, and quality of college life for SWD registered with the Disability Office at four public four-year colleges in the southeastern region of the United States. The majority of the sample reported positive outcomes on questions adapted from the Quality of College Life QCL scale, a measure of college integration.
However, over half of the sample reported that they considered dropping out of college at some point in their academic career. These findings have implications for high school and college professionals who support SWD as they transition to college as well as provide opportunities to assess systematic barriers that impact SWD. Parents: This work has no parents. Tweet Share.
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Michelle Bodden-White, The impact of leadership support for blended learning on teachers and students. Andolyn Brown, Coaching instructional leadership for organizational change in schools.
Cynthia Carmona-Davis, Implementation of the expanded success initiative: Implications for future practice and efficacy: a comparative case study of four high schools. Michael A. Collins, Examining the perspectives of teachers and school building leaders on the use of the flipped classroom method in New York City public schools. Cynthia Harris-Frederick, School leadership practices in single gender middle schools that prepare urban students for college and careers.
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Alexis F. Subhas Mohan, Traditional vs. Miatheresa S. Pate, Investigation of the professional development needs of New York City assistant principals. Tammy D. Pate, An investigation into factors affecting special needs student performance on the New York State English Language Arts assessments. Bell, New York State superintendent job satisfaction in an era of reduced resources and increased accountability.
Kevin T. Calacone, The effect of professional development on the self-efficacy of new public high school principals in Upstate New York. Michelle Evangeline Breton Caminos, A comparative analysis of collaborative leadership skills employed by graduates of cohort based and non-cohort based doctoral programs in educational leadership. Matthew T. Cheryl A. Nuciforo, Factors supporting implementation of executive coaching as embedded professional learning for superintendents in New York State. Lisa A. Patierne, Changes school district leaders are making in response to active school shooters.
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Michael N. Patton, Exploring the leadership behaviors of system leaders and best practices of high school counselors that prepare all students for college and career readiness. Debbie L. Ripchick , The influence of accountability plans on high performing school districts. Joanne Shelmidine , Attributes of female rural superintendents leading to success. Maria Lagana Suttmeier, Key leadership shifts to promote college and career readiness in small city school districts. Cohort VIII Dissertations from individual students in this cohort: Olanike Audu, The role of assistant superintendents in influencing the implementation of instructional coaching in a district wide initiative to improve instructional practice.
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Bailey, The relationship between principal and teacher self-reported data-driven decision making DDDM practices. Danielle Bouton-Wales, The instructional leadership behaviors of middle level principals in implementing the Common Core math standards and its impact on the math achievement at their school. Hillary E. Shaun P.
Carney, Principal grit and focus as a predictor of New York State growth scores. Tarkan T. Ceng, A comparative analysis of participatory leadership practice of elementary school principals between public and non-public schools. Tina M.
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Davis, The use of evidence in district level decisions for the distribution of resources to elementary schools. Michael M. Piccirillo, A qualitative study exploring if superintendents self-perceived childhood socioeconomic status influence the practices, policies and goals they establish for students of low socioeconomic status.
Ved Shravah, Role of higher education in training teachers to teach Common Core state standards in grade mathematics in public elementary and middle schools. Mary E.