A comparison of two chapter I service delivery models utilizing the perceptions of compensatory teachers, regular classroom teachers and principals, 1990

Harris, Louise M.

1990-07-01

1990-1999

The purpose of this study was to determine if differences exist in the compensatory teachers', regular classroom teachers', and principals' perceptions of two Chapter I Service Delivery Models (Pull-Out and In-Class). A descriptive and inferential design was used for this study. SLxty compensatory teachers, 150 regular classroom teachers who taught eligible Chapter I students and 30 principals comprised the study sample. Participants' perceptions were assessed by the Chapter I Service Delivery Model questionnaire developed by the researcher. The statistical tool used was the Wilcoxon Signed Rank Nonparametic Test. The result of this study revealed that the compensatory teachers and regular classroom teachers perceived the Pull-Out Model to be more beneficial than the In-Class Model regarding student achievement, disruption of regular class activities, self- image of children, adequacy of space and facilities, ease in use of materials, and flexibility of programs. The In-Class Model was perceived to be more beneficial than the Pull-Out Model regarding scheduling and communication. No statistically significant results were obtained in the teachers' perceptions models regarding planning and responsibility for student progress. The principals perceived the Pull-Out Model to be more beneficial than the In-Class Model regarding adequacy of space and facilities, ease in use of materials and flexibility of programs. The In-Class Model was perceived to be more beneficial than the Pull- Out Model regarding scheduling, planning, and communication. No statistically significant results were obtained in their perceptions regarding student achievement, disruption of regular class activities, self-image of children and responsibility for student progress.

text

application/pdf

1990-07-01

dissertation

Doctor of Education (EdD)

Clark Atlanta University

Bradley, Phillip

Clark Atlanta University

Georgia--Atlanta

http://hdl.handle.net/20.500.12322/cau.td:1990_harris_louise_m.pdf

http://rightsstatements.org/vocab/InC-EDU/1.0/