Increasing Inclusive Students' Achievement through Use of USATestPrep's Integrated Learning Systems.

Increasing Inclusive Students’ Achievement Through Use of USATestPrep’s Integrated Learning Systems by Roslynn Darnell Elom MA, Francis Marion University, 2008 BS, Coker College, 2001 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2017 Abstract Integrated learning systems (ILS) are effective ways to increase academic achievement for students, including those with disabilities. However, many teachers do not fully or properly implement this type of educational technology in their classroom teaching. The purpose of this qualitative bounded case study was to examine the perceptions of high school educators and administrators toward ILS use. The study was grounded in Ely’s conditions of change theory. Research questions focused on educators’ perceptions of barriers toward implementation of an ILS in the classroom. Participants included 8 inclusive secondary school teachers and 2 local administrators in a rural school system in a southeastern U.S. state. Administrator participants were familiar with the ILS USATestPrep (UTP) and teacher participants had either limited or discontinued their use of that ILS in the classroom. Data were collected through the use of semi structured interviews and then analyzed for key themes. Findings showed that barriers of time, leadership, and available resources affected full implementation of the technological program in the local setting. Recommendations for future technology implementation included encouraging school leaders to provide teachers with time for implementation and pursue grant funding to minimize the impact of insufficient technological resources. Improving access to an ILS such as UTP may help teachers enhance the learning of students including those with disabilities and foster positive student successes and social change in the school and community environments.Integrated learning systems (ILS) are effective ways to increase academic achievement for students, including those with disabilities. However, many teachers do not fully or properly implement this type of educational technology in their classroom teaching. The purpose of this qualitative bounded case study was to examine the perceptions of high school educators and administrators toward ILS use. The study was grounded in Ely’s conditions of change theory. Research questions focused on educators’ perceptions of barriers toward implementation of an ILS in the classroom. Participants included 8 inclusive secondary school teachers and 2 local administrators in a rural school system in a southeastern U.S. state. Administrator participants were familiar with the ILS USATestPrep (UTP) and teacher participants had either limited or discontinued their use of that ILS in the classroom. Data were collected through the use of semi structured interviews and then analyzed for key themes. Findings showed that barriers of time, leadership, and available resources affected full implementation of the technological program in the local setting. Recommendations for future technology implementation included encouraging school leaders to provide teachers with time for implementation and pursue grant funding to minimize the impact of insufficient technological resources. Improving access to an ILS such as UTP may help teachers enhance the learning of students including those with disabilities and foster positive student successes and social change in the school and community environments. Increasing Inclusive Students’ Achievement Through Use of USATestPrep’s Integrated Learning Systems by Roslynn Darnell Elom MA, Francis Marion University, 2008 BS, Coker College, 2001 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2017 Acknowledgments I thank God for allowing me to reach this level in my academic career. I also thank my parents, Robert and Barbara Elom who believed in me throughout this entire journey. I would not have achieved this milestone without their love and support. A special thank you to my sisters, Kesavia, Wanda and Carla who prayed with me and for me during this process. Thank you to my friends who listened while I explained the rigors of writing this dissertation. Jennifer Cooper, Brenda Moses, Dr. Angel Bryant and Dr. Kimberly Bryant you all helped me persevere on this path when at times it felt impossible to continue. Dr. Schroll, Dr. Slonski and Dr. Hunt thank you for your time, thank you for your patience and thank you for helping throughout this course of study. I appreciate everything that you all did for me because without your expertise I would not have achieved my dream. Words are not enough to express my deepest gratitude.