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Dissertation
Disruptive behavior and efficacy of inclusive learning environments: A minxed methods approach
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2023
Abstract
Disruptive behavior occurs in many inclusive classrooms and may diminish the academic benefits of an educational program for all students (Ambler et al., 2015). This convergent
parallel mixed methods study aimed to explore disruptive behavior related to the efficacy of inclusive classroom learning for students in participating schools in central Florida. I used the quantitative Measures of Academic Progress (MAP) Growth assessment data and disruptive behavior tallies from Grades 1–12 classrooms (N = 68) at a participating school covering two different testing terms. I chose 21 qualitative interview participants consisting of 10 parents, eight students, and three school staff from a pool of 130 consenting individuals. I used the social exchange theory (SET) that Homans (1958) proposed to frame this study. The conceptual cornerstone of behavioral motivation related to relationships, or social exchange, relies on two constructs: people trade or give up something of value to gain something they need (Homans, 1958). The quantitative analysis investigated the relationship between disruptive behavior and academic achievement and revealed a statistically significant negative correlation with moderate effect sizes. The quantitative data established a correlation between disruptive behavior and academic achievement without indicating causation. However, the merging of the quantitative data and the qualitative thematic analysis suggested that the acquisition and ability to use social capital are stronger behavior motivators than academic achievement for students, parents, and educators. A suggestion for further studies is to investigate a more comprehensive selection of schools and include more students.
Files and links (1)
DISRUPTIVE BEHAVIOR AND EFFICACY OF INCLUSIVE LEARNING ENVIRONMENTS5.09 MB
Preprint Dissertation pdf Embargoed Access, Embargo ends: 01/01/2074
Details
- Title
- Disruptive behavior and efficacy of inclusive learning environments
- Resource Type
- Dissertation
- Contributors
- Sara Hoefler (Committee Member)Jeanette Garcia (Committee Member)Hongwei “Patrick” Yang (Committee Chair)
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 295
- Copyright
- Unpublished work © Lynn Lorene Tierney
- Identifiers
- 99380490597206600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- Education; University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida