Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/20533

Content mastery centers : An inclusion model that works

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Item Summary

Title: Content mastery centers : An inclusion model that works
Authors: Dimino, Kathleen
Issue Date: 2008
Abstract: The purpose of this study was to conduct a program evaluation of two Content Mastery Centers (CMCs) to determine the programs' effectiveness in assisting students with mild disabilities (SWMD) to succeed. This program evaluation determined the effectiveness of this service delivery model in supporting students with disabilities in the general education curriculum as measured by (a) academic performance on the General Learner Outcomes (GLOs), report card grades, and the Hawaii State Assessment (HSA); (b) level of satisfaction with the CMC by students, teachers, and parents; (c) types of modifications, and (d) the amount of time students spent in the CMC. Results indicated that SWMD are able to meet grade level standards when provided with support services from the CMC. The study indicates that stakeholders were satisfied with the CMC model. Students receiving services in the CMC, however, were not able to meet proficiency on the HSA.
Description: Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.
The purpose of this study was to conduct a program evaluation of two Content Mastery Centers (CMCs) to determine the programs' effectiveness in assisting students with mild disabilities (SWMD) to succeed. This program evaluation determined the effectiveness of this service delivery model in supporting students with disabilities in the general education curriculum as measured by (a) academic performance on the General Learner Outcomes (GLOs), report card grades, and the Hawaii State Assessment (HSA); (b) level of satisfaction with the CMC by students, teachers, and parents; (c) types of modifications, and (d) the amount of time students spent in the CMC. Results indicated that SWMD are able to meet grade level standards when provided with support services from the CMC. The study indicates that stakeholders were satisfied with the CMC model. Students receiving services in the CMC, however, were not able to meet proficiency on the HSA.
Includes bibliographical references (leaves 129-138).
Also available by subscription via World Wide Web
138 leaves, bound 29 cm
URI/DOI: http://hdl.handle.net/10125/20533
ISBN: 9780549600411
Rights: All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections:Ph.D. - Education



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