![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Current legislation encourages schools to educate students with disabilities (SWDs) in general education settings to the greatest extent appropriate. However, it is unclear whether inclusion in general education settings provides SWDs a sufficient opportunity to learn the academic content assessed by accountability measures. This initial study was designed to (a) describe the extent to which general and special educators provide their eighth-grade classes with an opportunity to learn the state-specific standards and to (b) examine the extent to which SWDs experience a differentiated opportunity to learn compared with their overall class. Across three states, we trained 38 general and special educators to use an online teacher log to report on various opportunity-to-learn (OTL) indices for 46 mathematics and reading classes and 89 nested SWDs. Based on an average logging period of 151 days, the results indicated that this sample’s SWDs included in general education classes experienced less time on standards, more non-instructional time, and less content coverage than their overall class. Limitations and implications for policy and future research are discussed.
References
Section:
|
Anderson, L. W. (1986). Opportunity to learn. In Husén, T., Postlethwaite, T. (Eds.), International encyclopedia of education: Research and studies (pp. 3682–3686). Oxford, UK: Pergamon. Google Scholar | |
|
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., . . .Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman. Google Scholar | |
|
Bloom, B. S. (1976). Human characteristics and school learning. New York, NY: McGraw-Hill. Google Scholar | |
|
Borg, W. R. (1980). Time and school learning. In Denham, C., Lieberman, A. (Eds.), Time to learn (pp. 33–72). Washington, DC: National Institute of Education. Google Scholar | |
|
Brophy, J., Good, T. L. (1986). Teacher behavior and student achievement. In Wittrock, M. C. (Ed.), Handbook of research on teaching (3rd ed., pp. 328–375). New York, NY: Macmillan. Google Scholar | |
|
Camburn, E., Barnes, C. A. (2004). Assessing the validity of a language arts instruction log through triangulation. Elementary School Journal, 105, 49–73. Google Scholar | Crossref | ISI | |
|
Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64, 723–733. Google Scholar | ISI | |
|
Croninger, R. G., Valli, L. (2009). “Where is the action?” Challenges to studying the teaching of reading in elementary classrooms. Educational Researcher, 38, 100–108. Google Scholar | SAGE Journals | ISI | |
|
D’Agostino, J. V., Welsh, M. E., Corson, N. M. (2007). Instructional sensitivity of a state’s standards-based assessment. Educational Assessment, 12, 1–22. Google Scholar | Crossref | |
|
DiPerna, J. C., Elliott, S. N. (2000). Academic Competence Evaluation Scales: Manual K-12. San Antonio, TX: Psychological Corporation. Google Scholar | |
|
Elbaum, B., Vaughn, S., Hughes, M. T., Moody, S. W., Schumm, J. S. (2000). How reading outcomes for students with learning disabilities are related to instructional grouping formats: A meta-analytic review. In Gersten, R., Schiller, E. P., Vaughn, S. (Eds.), Contemporary special education research: Syntheses of the knowledge base on critical instructional issues (pp. 105–135). Mahwah, NJ: Lawrence Erlbaum. Google Scholar | |
|
Elliott, S. N., Gresham, F. M. (2008). Social skills improvement system. San Antonio, TX: Pearson. Google Scholar | |
|
Gamoran, A., Porter, A. C., Smithson, J., White, P. A. (1997). Upgrading high school mathematics instruction: Improving learning opportunities for low-achieving, low-income youth. Educational Evaluation and Policy Analysis, 19, 325–338. Google Scholar | SAGE Journals | ISI | |
|
Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79, 1202–1242. Google Scholar | SAGE Journals | ISI | |
|
Herman, J. L., Klein, D. C., Abedi, J. (2000). Assessing students’ opportunity to learn: Teacher and student perspectives. Educational Measurement: Issues and Practice, 19(4), 16–24. Google Scholar | Crossref | |
|
Hill, H. C., Charalambous, C. Y., Kraft, M. A. (2012). When rater reliability is not enough teacher observation systems and a case for the generalizability study. Educational Researcher, 41, 56–64. doi:10.3102/0013189X12437203 Google Scholar | SAGE Journals | ISI | |
|
Husén, T. (1967). International study of achievement in mathematics: A comparison of twelve countries. New York, NY: John Wiley & Sons. Google Scholar | |
|
Kavale, K. A. (2002). Mainstreaming to full inclusion: From orthogenesis to pathogenesis of an idea. International Journal of Disability, Development and Education, 49, 201–214. Google Scholar | Crossref | |
|
Kurz, A. (2011). Access to what should be taught and will be tested: Students’ opportunity to learn the intended curriculum. In Elliott, S. N., Kettler, R. J., Beddow, P. A., Kurz, A. (Eds.), Handbook of accessible achievement tests for all students: Bridging the gaps between research, practice, and policy (pp. 99–129). New York, NY: Springer. Google Scholar | Crossref | |
|
Kurz, A., Elliott, S. N., Kettler, R. J., Yel, N. (in press). Assessing students’ opportunity to learn the intended curriculum using an online teacher log: Initial validity evidence. Educational Assessment. Google Scholar | |
|
Kurz, A., Elliott, S. N., Shrago, J. S. (2009). MyiLOGS: My instructional learning opportunities guidance system. Nashville, TN: Vanderbilt University. Google Scholar | |
|
Kurz, A., Elliott, S. N., Wehby, J. H., Smithson, J. L. (2010). Alignment of the intended, planned, and enacted curriculum in general and special education and its relation to student achievement. Journal of Special Education, 44, 131–145. Google Scholar | SAGE Journals | ISI | |
|
Kurz, A., Talapatra, D., Roach, A. T. (2012). Meeting the curricular challenges of inclusive assessment: The role of alignment, opportunity to learn, and student engagement. International Journal of Disability, Development and Education, 59, 37–52. doi:10.1080/1034912X.2012.654946 Google Scholar | Crossref | ISI | |
|
Lemons, C. J., Kloo, A., Zigmond, N. (2011). Implementing modified achievement tests: Questions, challenges, pretending, and potential negative consequences. In Elliott, S. N., Kettler, R. J., Beddow, P. A., Kurz, A. (Eds.), Handbook of accessible achievement tests for all students: Bridging the gaps between research, practice, and policy (pp. 295–317). New York, NY: Springer. Google Scholar | Crossref | |
|
Malmgren, K. W., McLaughlin, M. J., Nolet, V. (2005). Accounting for the performance of students with disabilities on statewide assessments. Journal of Special Education, 39, 86–96. Google Scholar | SAGE Journals | ISI | |
|
Marzano, R. J. (2000). A new era of school reform: Going where the research takes us (REL No. #RJ96006101). Aurora, CO: Mid-continent Research for Education and Learning. Google Scholar | |
|
Mayer, D. P. (1999). Measuring instructional practice: Can policymakers trust survey data? Educational Evaluation and Policy Analysis, 21, 29–45. Google Scholar | SAGE Journals | ISI | |
|
Mayer, R. E. (2008). Learning and instruction (2nd ed.). Upper Saddle River, NJ: Pearson. Google Scholar | |
|
Porter, A. C. (2002). Measuring the content of instruction: Uses in research and practice. Educational Researcher, 31(7), 3–14. Google Scholar | SAGE Journals | |
|
Rowan, B., Camburn, E., Correnti, R. (2004). Using teacher logs to measure the enacted curriculum: A study of literacy teaching in third-grade classrooms. Elementary School Journal, 105, 75–101. Google Scholar | Crossref | ISI | |
|
Rowan, B., Correnti, R. (2009). Studying reading instruction with teacher logs: Lessons from the Study of Instructional Improvement. Educational Researcher, 38, 120–131. Google Scholar | SAGE Journals | ISI | |
|
Scheerens, J., Bosker, R. (1997). The foundations of educational effectiveness. Elmsford, NY: Pergamon. Google Scholar | |
|
Vaughn, S., Gersten, R., Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67, 99–114. Google Scholar | SAGE Journals | ISI | |
|
Walberg, H. J. (1980). A psychological theory of educational productivity. In Farley, F. H., Gordon, N. (Eds.), Psychology and education (pp. 81–110). Berkeley, CA: McCutchan. Google Scholar | |
|
Walberg, H. J. (1986). Syntheses of research on teaching. In Wittrock, M. C. (Ed.), Handbook of research on teaching (3rd ed., pp. 214–229). New York, NY: Macmillan. Google Scholar | |
|
Webb, N. L. (2006). Identifying content for student achievement tests. In Downing, S. M., Haladyna, T. M. (Eds.), Handbook of test development (pp. 155–180). Mahwah, NJ: Lawrence Erlbaum. Google Scholar | |
|
Yoder, P., Symons, F. (2010). Observational measurement of behavior. New York, NY: Springer. Google Scholar | |
|
Ysseldyke, J., Thurlow, M., Langenfeld, K., Nelson, J. R., Teelucksingh, E., Seyfarth, A. (1998). Educational results for students with disabilities: What do the data tell us? (Technical Report No. 23). Minneapolis: University of Minnesota, National Center on Educational Outcomes. Google Scholar |
