Date of Award

2017

Document Type

Restricted Access Thesis

Degree Name

Master of Arts in Education (MAE)

Department

Education

First Advisor

Jeanine Gregoire

Second Advisor

Donna Patterson

Third Advisor

Sarah Duffy

Abstract

Online credit recovery programs are becoming popular ways for districts to demonstrate they have completed their due diligence in providing educational opportunities for students to learn and graduate. While they are effective tools for most students, online programs often lack sufficient technological versatiliff to adequately demonstrate due diligence in providing educational opportunities for students with individualized education plans that require more than additional time or basic input/output accommodations. For the special education students for whom online credit recovery does not align appropriately to their educational needs, an alternate form of credit recovery must be provided in a way that can show due diligence is maintained. A proposal is set forth for clearly aligning project based curricula, targeted toward inclusion to resource level students, which could be easily accommodated or modified by the classroom teacher. The final products are 1) a proposal for simplified cognitive verb grouping, 2) projects aligned to the simplified verb grouping, 3) aligned curricula for several special education credit recovery science courses, 4) completed alignment guides, and 5) work for the core science classes, generated by using this process and the project templates.

Identifier

SC 11.MAE.2017.Prehoda.MA

Download

Share

COinS