Date of Award

Spring 5-2018

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Research and Administration

Committee Chair

Dr. David Lee

Committee Chair Department

Educational Research and Administration

Committee Member 2

Dr. Myron Labat

Committee Member 2 Department

Educational Research and Administration

Committee Member 3

Dr. Richard Mohn

Committee Member 3 Department

Educational Research and Administration

Committee Member 4

Dr. Kyna Shelley

Committee Member 4 Department

Educational Research and Administration

Committee Member 5

Dr. Lilian Hill

Committee Member 5 Department

Educational Research and Administration

Committee Member 6

Dr. Karen S. Coats

Committee Member 6 Department

Educational Research and Administration

Abstract

The purpose of this study was the program evaluation of a special education day school for students with emotional disabilities by analyzing data from the perspectives of the staff employed by the day school and the parents of students enrolled in the day school. The evaluation will enable the day school to make decisions about which aspects of the program to continue, strengthen, or discontinue.

In this study, Malcom Provus’ Discrepancy Evaluation Model (DEM) was used. The population included staff employed by the day schools and parents of students enrolled in the program during May, 2016. Data were gathered from the teachers, principals, BEIs, therapist, case managers and parents. The study was organized into four domains: (1) academic, (2) social skills, (3) mental health, and (4) sustainability.

The majority of the participants were parents. The total staff members combined totaled 47 which included: principals, case managers, therapist, behavioral educational interventionists, and teachers. The largest proportion of the population reported their association with the RS as 3-4 years.

The purpose of this study was the program evaluation of a special education day school for students with emotional disabilities by analyzing data from the perspectives of the staff employed by the day school and the parents of students enrolled in the day school. The evaluation will enable the day school to make decisions about which aspects of the program to continue, strengthen, or discontinue.

In this study, Malcom Provus’ Discrepancy Evaluation Model (DEM) was used. The population included staff employed by the day schools and parents of students enrolled in the program during May, 2016. Data were gathered from the teachers, principals, BEIs, therapist, case managers and parents. The study was organized into four domains: (1) academic, (2) social skills, (3) mental health, and (4) sustainability.

The majority of the participants were parents. The total staff members combined totaled 47 which included: principals, case managers, therapist, behavioral educational interventionists, and teachers. The largest proportion of the population reported their association with the RS as 3-4 years.

Available for download on Monday, May 11, 2020

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