A Study on the Effective Utilization of Station Teaching/Small Group Instruction in an Inclusive Classroom

Autor/in	Crooks, Lystrea
Titel	A Study on the Effective Utilization of Station Teaching/Small Group Instruction in an Inclusive Classroom
Quelle	(2022), (182 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, College of Saint Elizabeth
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-7968-8
Schlagwörter	Hochschulschrift; Dissertation; Instructional Effectiveness; Learning Centers (Classroom); Small Group Instruction; Inclusion; Regular and Special Education Relationship; Academic Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterrichtserfolg; Unterrichtsdifferenzierung; Inklusion; Schulleistung
Abstract	There has been a push from the federal government to include special education students in the general education classroom environment. The achievement gap between the special education students and their general education peers is widening. Teachers must be trained to effectively instruct special education students in the Least Restrictive Environment. This action research study examined the effective use of station teaching/small group instruction in an inclusive classroom. The study was intended to assess the effectiveness of the models used by the school district to help enhance instruction, collaboration, and structures to boost the achievement of students with disabilities. Analysis of the data revealed that when teachers are effectively trained, resources are provided, special education students are included, and co-teachers have the time to collaborate, special education students make greater gains. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01