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Record identifier : 569353
Personal Name - Primary Intelectual Responsibility : Doran, John Bernard, Jr
Title and statement of responsibility : Comparing two methods for instructing students in special education: Coteaching and small group instruction [Thesis]
Publication, Distribution,Etc. : Walden University, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , Walden University
Summary or Abstract : Current literature related to inclusion indicates that coteaching is beneficial for students in special education in the area of personal development; however, the problem is the relationship between coteaching and academic achievement is still unclear. The purpose of this quantitative study was to compare two instructional methods--coteaching and small group instruction--and then determine if one method was more effective for improving academic achievement. A pre-experimental static group comparison with a post-test design was the research model for this study. Data analysis performed utilized an independent-measures t test. Vygotsky's social learning theory was the theoretical foundation for this investigation. Data for this study came from the End of the Course Test scores of students in special education instructed in either a coteaching classroom or a small group classroom. Results of this study revealed that coteaching was more effective than small group classrooms for increasing academic achievement for students with disabilities. If the academic achievement level of students in special education can be raised, then, they will be encouraged to go on to technical schools or four-year colleges, and prepare them for a career. These students will be contributing to society by holding jobs, paying taxes, buying houses and some may even own businesses and employ other people. They will become productive and successful citizens..
Topical Name Used as Subject : Special education
: Curricula
: Teaching
Information of biblio record : TL
 
 
 
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