2026-09-22T20:59:41Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/109500 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Thesis Kalantzis, Mary Cope, William Kalantzis, Mary Montebello, Matthew Pak, Yoon Meyer, Kristen 2021-03-05T21:40:46Z 2021-03-05T21:40:46Z 2023-03-05T21:43:00Z 2020-12-02 2020-12 Since the Individuals with Disabilities Act (IDEA) of 2004, students are grouped in a variety of ways based on the least restrictive environment (LRE). The LRE is determined by the best setting for learning influenced by the zone of proximal development (ZPD). Student grouping for appropriate setting occurs within the classroom and for class placement within a school. Within-class grouping considers all students as public education classrooms promote inclusive practices in accordance with the Individuals with Disabilities Act, 2004. Meaning, students from the first to the 99th percentile can all be in the same general education classroom. Schools and teachers are tasked with accommodating curriculum and instruction to meet the variety of needs of students within one classroom. MTSS or Multi-Tiered System of Supports helps teachers to determine what student needs are and what interventions should occur to support student learning. Grouping practices vary based on the capacity of the school setting. This thesis seeks to 1) Identify and explain current academic interventions and student grouping practices for these interventions. 2) Provide a conceptualized theory of student grouping practices for academic intervention based on the gaps in the literature. 3) An elucidation of policies and theories through the lens of the researcher’s reflective practice; concluding with a proposal for a randomized control trial to test the proposed conceptualized theory of student grouping. Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2022-12-01 The student, Kristen Meyer, accepted the attached license on 2020-11-20 at 12:17. The student, Kristen Meyer, submitted this Dissertation for approval on 2020-11-20 at 12:25. This Dissertation was approved for publication on 2020-12-02 at 07:42. DSpace SAF Submission Ingestion Package generated from Vireo submission #15922 on 2021-03-04 at 16:19:41 Made available in DSpace on 2021-03-05T21:40:46Z (GMT). No. of bitstreams: 2 MEYER-DISSERTATION-2020.pdf: 1402245 bytes, checksum: 34f6fe463ad2237d1e2c2e0a0040ca81 (MD5) LICENSE.txt: 4210 bytes, checksum: 40025ee09c750c6be185be40b14f6daa (MD5) Previous issue date: 2020-12-02 Embargo set by: Seth Robbins for item 117204 Lift date: 2023-03-05T21:40:52Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system Embargo set by: Seth Robbins for item 117204 Lift date: 2023-03-05T21:43:00Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system U of I Only application/pdf http://hdl.handle.net/2142/109500 en Copyright 2020 Kristen Meyer MTSS Student Grouping Intervention Student grouping for academic intervention review and proposal text Educ Policy, Orgzn & Leadrshp Educ Policy, Orgzn & Leadrshp University of Illinois at Urbana-Champaign Dissertation Ed.D.