COMING SOON! PQDT Open is getting a new home!

ProQuest Open Access Dissertations & Theses will remain freely available as part of a new and enhanced search experience at

Questions? Please refer to this FAQ.

Dissertation/Thesis Abstract

A National Study of the Relationship between the Use of Inclusive Teaching Practices and 8th Grade Mathematics Achievement: An Analysis of the NAEP Data
by Clark-Drexler, Katherine, D.E., University of Louisiana at Lafayette, 2015, 125; 10002406
Abstract (Summary)

Math in middle school has been increasingly viewed as essential to high school and postsecondary success. This study will investigate the relationship between the use of inclusive educational practices and mathematics achievement, and whether four support structures—collaboration, training and professional development, resources, and administrative support—influence this relationship. In other words, is it the case that the students of teachers who use inclusive instructional practices have higher mathematics scores than students whose teachers do not use such practices, and does the use of such practices, in turn, depend on collaborative opportunities, training/professional development, adequate resources, and administrative support? Research suggests that the use of inclusive teaching practices is beneficial to student achievement with findings particularly promising when educational support structures are factored in. A quantitative inquiry using an ex post facto research design assisted the researcher in analyzing and interpreting surveyed teacher data. A secondary analysis and interpretation of collated self-reported data taken from the NAEP School and Teacher Questionnaires coupled with the compilation of student performance data from the standardized 8th grade NAEP math assessment were primary data yielding instruments. Findings were mixed as to the link between inclusive teaching practices, available support structures, and student math achievement. The final cross-tabulated analysis and findings of selected data will contribute to the growing body of research recognizing the importance of supporting teachers to accommodate the diverse needs of all learners in mathematics during an era of high stakes testing and school accountability.

Supplemental Files

Some files may require a special program or browser plug-in. More Information

Indexing (document details)
Advisor: Slater, Robert O.
Commitee: Dick, Steven, Hoffman, Sharon
School: University of Louisiana at Lafayette
Department: Educational Leadership
School Location: United States -- Louisiana
Source: DAI-A 77/06(E), Dissertation Abstracts International
Subjects: Educational leadership, Special education
Publication Number: 10002406
ISBN: 978-1-339-41916-9
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy