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Record identifier : 566169
Personal Name - Primary Intelectual Responsibility : Palma, Caesar
Title and statement of responsibility : Effectiveness and defining characteristics of students referred to teacher assistance teams in elementary education [Thesis]
Publication, Distribution,Etc. : Roosevelt University, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : M.A.
Body granting the degree : , Roosevelt University
Summary or Abstract : This study looked at the archival data of 30 first, second, and third grade students referred to the Student Support Team (SST) during the 95--96 and 96--97 school years and 60 first, second, and third grade students referred to the Teacher Assistance Team (TAT) during the 97--98 and 98--99 school year in a public school in the northern suburb of Chicago, Illinois. The TAT and SST early identification forms which identified specific student problems were reviewed and given a severity rating of either 1 (concerned) or 2 (severe) in order to characterize the student's needs. The outcome of this study assessed observed change in both academic and behavioral progress of the students in both treatment approaches. Change was determined by assessing post-grade report scores during the months of February, April, and June relative to pre-grade report scores taken in November. "Concerned" rated students in the SST program during the three assessed months fared the best even though these students received minimal support. "Severe" rated students referred to the TAT program were worse off overall than any other group. Although both programs helped support student learning, the TAT problem solving approach did not appear to contribute as much as anticipated and did not produce the results predicted. Age and gender may have play a role in overall learning readiness and academic skill development..
Information of biblio record : TL
 
 
 
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