A Qualitative Analysis on How Administrators Understand Learning Difficulties

Allington, Frazen and Schick (1997) in their qualitative analysis of How administrators understand culture difficulties tried to determine the different ways in which train administrators lay learnedness difficulties and how they have respond to the needs of students with nurture difficulties in their induce schools.The investigateers interviewed administrators and principals in six different school districts that had a record of increase retention and transitional grade placements as well as having at-risk students in learning disabilities classrooms. Previous literature on learning disabilities has showed that the trend of the naming of students as learning disabled had been increasing over the last 20 years and continues to do so at present. It has been found that the piece of students identify as learning disabled have grown to alarming proportions.A number of researchers have proposed that the increase in the number of students identified as learning disabled have been due to the more valid and reliable sagacity tools available to schools, the influence of special interest groups and the actual presence of students who do need special education services.Moreover, it has been observed that whenever funding for remedial programs decline, enrolment in special education classes increase indicating that some students identified as learning disabled may actually be placed in special education classes out of necessity. This study therefore attempted to issue evidence that school administrators and principals place at risk students to special classes for students with learning difficulties based on funding and tests scores.MethodThe researchers developed a system which deepen the validity of the entropy gathered in this study considering that it is a qualitative design. The researchers conducted their data gathering procedure by prolonged and persistent fieldwork that include interim data analysis and collaboration to maintain the accuracy of researc h findings and participant reality by utilizing and analyzing a series of data sets generated as part of a larger study (Allington & McGill-Franzen, 1992a, 1992b, 1995 McGill-Franzen 1994 McGill-Franzen & Allington, 1993 found in Allington, Frazen & Schick, 1997).This was in response to the researchers observation that the internal validity of their data might be compromised since over the years principals and administrators have remained in their positions and the school system in general have remained unchanged while the affable culture and economic status of their students have been transformed through the years.