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dc.contributor.authorChoi, Jeong Hoon
dc.contributor.authorMeisenheimer, Jessica M.
dc.contributor.authorMcCart, Amy B.
dc.contributor.authorSailor, Wayne
dc.date.accessioned2017-01-18T18:54:33Z
dc.date.available2017-01-18T18:54:33Z
dc.date.issued2016-04-19
dc.identifier.citationChoi, J. H., J. M. Meisenheimer, A. B. Mccart, and W. Sailor. "Improving Learning for All Students Through Equity-Based Inclusive Reform Practices: Effectiveness of a Fully Integrated Schoolwide Model on Student Reading and Math Achievement." Remedial and Special Education (2016): Vol 38, Issue 1, pp. 28 - 41.en_US
dc.identifier.urihttp://hdl.handle.net/1808/22640
dc.description.abstractThe present investigation examines the Schoolwide Applications Model (SAM) as a potentially effective school reform model for increasing equity-based inclusive education practices while at the same time enhancing student reading and math achievement for all students. A three year quasi-experimental comparison group analysis using Latent Growth Modeling (LGM) was employed with seven urban elementary or elementary/middle schools and seven matched comparison schools in the same district. Results suggest significantly larger growth for experimental school students in math and no statistically significant difference in reading score growth between experimental and comparison schools. However, reading score growth for experimental schools was statistically significant in a post hoc analysis of selected schools. Additional descriptive analysis is presented for three schools that implemented the model with the highest measured fidelity; these schools made improvements on both reading and math scores while those of matching comparison schools decreased.en_US
dc.publisherSAGE Publicationsen_US
dc.subjectInclusionen_US
dc.subjectEquityen_US
dc.subjectSchool reformen_US
dc.titleImproving Learning for All Students through Equity-Based Inclusive Reform Practices: Effectiveness of a Fully Integrated Schoolwide Model on Student Reading and Math Achievementen_US
dc.typeArticleen_US
kusw.kuauthorSailor, Wayne
kusw.kudepartmentSpecial Educationen_US
dc.identifier.doi10.1177/0741932516644054en_US
dcterms.rightsCopyright SAGE Publications
kusw.oaversionScholarly/refereed, author accepted manuscripten_US
kusw.oapolicyThis item meets KU Open Access policy criteria.en_US
dc.rights.accessrightsopenAccess


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