SAMPLE PROPOSAL FOR EDUCATION MA CANDIDATES
Student Researcher Name goes here*must be on each page of proposal
Title of Study goes here*must be on each page of proposal
1. Study Aim, Background and Design
The purpose of this study is to answer the question: How does a student’s attitude about
being placed in Special Day Class at Jefferson High School affect his/her school
performance? I teach Special Day Class High School and often hear students talk about
their feelings about being in Special Education classes. Most of the time the talk is
negative, although, I have heard a few positive statements. It would be interesting to
find out if the attitude affects their school performance. The literature review is very
scarce on this topic.
There has been much research into the efficacy, or lack thereof, of special education and
into the presumed negative or positive effects of various placement options. For
example, Carlberg and Kavele’s (1980) meta-analysis of special education efficacy
studies showed that, when compared to regular education, special education was overall
inferior in educating special needs pupils as well as in improving their social functioning.
Wang and Baker (1985-86) analyzed later studies and found that mainstreamed disabled
pupils consistently outperformed those who were not mainstreamed in terms of their
academic performance and attitude toward learning.
Rea, McLauglin and Walher-Thomas (2002) investigated the relationship between
placement in inclusive and pullout special education programs and academic and
behavior outcomes for 8th grade students with learning disabilities. The results were that
middle school students with LD served in inclusive classrooms achieved significantly
better course grades in language arts, math, science and social studies. It was also noted
that attendance data from both schools revealed that students in inclusive classrooms
attended significantly more days of school than did students in pullout special education
programs. There were no significant differences between the two groups relative to
behavior or performance on the reading, math, and writing subtest of the state proficiency
tests. This study did not specifically measure their attitude in relation to placement and
academic performance. But it did give some insight into how placement might affect a
student academically.
Another study by Christina Cardona, (97) evaluated the effectiveness of an inclusive
program. The purpose of the study was to investigate which support strategy better met
the special education need of LD students. The results were that LD students in the
inclusive program performed highly significantly better than segregated LD students in
the resource room program. Again my study will focus more on how attitude about
placement affects academic performance.
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Sawyer, Nelson, Jayanthgi, Madhavi, & Bursuck (1996) conducted a study where they
examined the experiences and views of 10 9-11th grade students with LD regarding the
homework they received in their general education classes. In this article there was a
finding that there is a relationship between attitude and effort and success. This again
validates the need for more studies to investigate the relationship between attitude and
academic success.
One key area that remains largely unstudied is how children feel about their special
education placement. Therefore I think that a study into students’ attitude about
placement in special day class and their academic performance would be very valid.
The information obtained will be of use to educators and administrators when placing
students in classes whether Special Education or regular classes. Educators might be able
to do more to affect students’ attitude if they recognize the importance of labeling.
The study uses a qualitative method with convenience sampling. There will be no
dependent or independent variables since I will be studying naturally occurring
phenomena. I will investigate themes that might emerge from this study.
2. Subject Population: Inclusion Criteria, Use of Special Subject Groups, and
Method of Access
The participants in this will be 4 to 6 (9-12) grade Special Day Class students. All
students are functioning at age level, but are performing below grade level in Math,
Writing or Reading and Language. Inclusion Criteria include diagnosis of learning
disability as confirmed by school psychologist in the IEP document. Student’s placement
should be Special Day Class, a self-contained classroom, where they are enrolled in
anywhere from 2 to 5 SDC classes and 1 to 4 inclusion classes, or general education
classes. Students will be recruited from another Special Day Class at Jefferson High
School. The demographic information will be obtained from student records, which I
will request permission to access for research purposes.
3. Procedures to Be Done for the Purposes of the Study
Each subject will participate in a 2 week protocol during the first two weeks of October
2002. The first week I will administer an attitude rating scale to the students. The attitude
rating scale is a list of 17 questions on their attitude about school. I will read the scale
to the students and have them circle the responses. The responses are 1-5. 1 for strongly
disagree to 5 strongly agree. All the participants read below grade level and I want to
make sure that they understand the questions. The first part should not take more than 30
minutes. I will also meet with the students individually the following week to ask them
to reflect on their responses. I will ask a simple question, Why did you answer the way
you did? This part will be audio taped to avoid researcher bias in recording responses.
This part should take about 1 hour. Participation in this study will take a total of 1 1/2
hours over a two week period. This will occur during school hours. They will be pulled
out of their SDC class. They will be allowed to do make up work. If they choose not to
participate they will stay in their SDC class and continue with their daily lessons.
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They will be evaluated on school grades, and attendance at the end of the first school
quarter November 1, 2002. I will request consent to access these records for research
purposes.
In regards to data analysis the score of the attitude rating scale will be totaled. High
scores should reflect positive attitudes. Lower scores should reflect more negative
attitudes. The scores will be compared to attendance records, school grades and
standardized test to evaluate what themes emerge.
4. Risks: Potential Risks/Discomforts and Method of Minimizing these Risks
Risks include possible loss of privacy, possible discomfort of answering some of the
questions and inconvenience.
Confidentiality: The information gathered from this study will be kept as confidential as
possible. The participant’s real name will not be used in the report and all files,
transcripts and data will be stored in a locked cabinet in my, the researcher’s home, and
no one except the researcher will have access to them. The participant’ name will not be
used and any identifying personal information will be avoided.
5. Benefits: Potential Direct Benefits to Subjects and General Benefits to a Subject
Group, Medical Sciences and or Society.
There is no guaranteed benefit to the subjects. I anticipate that the results of this study
should be generalizable to other subjects with Learning Disabilities in a Special Day
Class in the Jefferson Union High School District with similar demographics.
6. Consent Process and Documentation
All the subjects will be oriented to the procedures prior to the onset of testing. They will
be encouraged to ask questions. When all of their questions have been answered to their
satisfaction, they will be asked to sign a copy of the Human Subjects Consent Form. The
participants and their guardians will be provided with a copy of the form.
7. Qualifications of the Investigator
I have completed all master’s course work per my GAP form, except for 1 course and the
actual field study course 895. I am now completing ISED 797 where I have learned
about research methodology and ethical, appropriate ways to conduct research. I have 5
years of experience teaching in a Mild/Moderate Special Education classroom.
8. References
Cardona, Christina, (Mar 97). Including students with learning disabilities in mainstream
classes: A 2-Year spanish study using a collaborative approach to intervention.
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Paper presented at the Annual Meeting of the American Educational Research
Association (Chicago, IL, March 24-28, 1997)
Carlberg, C., & Kavale, K. (1980). The efficacy of special versus regular class placement
for exceptional children: A meta-analysis. The Journal of Special Education, 14, 295309.
Rea, Patricia J., McLaughlin, Virginia L., & Walther-Thomas, Chriss. (Win 2002).
Outcomes for students with learning disabilities in inclusive and pullout programs.
Exceptional Children, 68(2), 203-222. US: Council for Exceptional Children.
Sawyer, Valerie, Nelson, Janet S., Jayanthi, Madhavi, & Bursuck, William D. (Spr 1996).
View of students with learning disability of their homework in general education classes:
Student interviews. Learning Disability Quarterly, 19(2), 70-85. US: Council for
Learning Disabilities.
Wang, M.C., & Baker, E. T. (1985-86). Mainstreaming programs: Design features and
effects. The Journal of Special Education, 19, 503-521.
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