Browsing by Author "White, Justin"

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    Classroom Diversity, RTI and Their Effects on Inclusion
    (2015-11-19) White, Justin
    The Individuals with Disabilities Education Act (IDEA) was reauthorized in 1990. It has allowed our classrooms to become fully inclusive of students with disabilities. This inclusive classroom structure has become the norm across our nation. It is believed and widely accepted that keeping all students with multiple abilities within a classroom fosters the best learning environment. Researchers have stated that the social benefits outweigh any negative aspects. There are however educators that do not fully believe this model. They state that some students would be better served in smaller separate classrooms. My research has found that the inclusive classroom is effective until students reach high school. Here students are better served when separated in classes based on needs and ability. The students still are benefited by inclusion but their education is greatly enhanced when they can learn in classrooms accustomed to their needs. This research will be beneficial to educators, administration, parents, and lawmakers. It will allow them to better understand the needs of individual students and make decisions based on the information that will benefit the students and their education.
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    The Effects of Guided and Traditional note taking on Student Achievement in an Eighth Grade Social Studies Class
    (2017) White, Justin
    The purpose of this study was to examine the effects of traditional notes and guided notes on student achievement in an eighth-grade social studies classroom. The sample consisted of 87 eighth grade students in an Eastern Tennessee middle school. The sample was used for both the control and experiment group. The students were taught a unit that was divided into two halves. The first half unit was taught using traditional note taking methods and at the end of this half unit students were administered a test on the materials covered. The second half unit, the students were taught using guided notes. At the end of the second half unit the students were assessed on the material covered. Each half unit was equal in difficulty and comprehension. Data were analyzed using a paired t-test and independent t-test. The results indicated a significant difference between guided notes and traditional notes (t(86)=-l 7.84. P=.001). There was no significant difference found between gender and academic achievement (t(86)=-0.761 , P=0.45). The results suggest that guided note taking is an essential strategy in improving student's academic achievement.