Use and Relationships among Effective Practices in Co-Taught Inclusive High School Classrooms

Autor/inn/en	McKenna, John William; Muething, Colin; Flower, Andrea; Bryant, Diane Pedrotty; Bryant, Brian
Titel	Use and Relationships among Effective Practices in Co-Taught Inclusive High School Classrooms
Quelle	In: International Journal of Inclusive Education, 19 (2015) 1, S.53-70 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2014.906665
Schlagwörter	Learning Disabilities; Positive Reinforcement; Classroom Techniques; Responses; Student Behavior; Inclusion; High School Students; Team Teaching; Correlation; Learner Engagement; Time on Task; Audio Equipment; Educational Legislation; Federal Legislation; Intervention; Regular and Special Education Relationship; Suburban Schools; Public Schools; Demography; Teacher Characteristics; Student Characteristics; English Instruction; Algebra; Interrater Reliability; Observation; Focus Groups; Interviews; Texas + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Klassenführung; Student behaviour; Schülerverhalten; Inklusion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teamteaching; Korrelation; Zeitaufwand; Audio-CD; Bildungsrecht; Schulgesetz; Bundesrecht; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Public school; Öffentliche Schule; Demografie; English langauage lessons; Englischunterricht; Interrater-Reliabilität; Beobachtung; Interviewing; Interviewtechnik
Abstract	Opportunities to respond (OTR) and specific praise are two practices that may be particularly beneficial to students learning in secondary inclusive classrooms. Yet, there is relatively little research on effective inclusion practices involving secondary students with learning disabilities (LD) or studies at the secondary level. This study sought to extend the existing research by evaluating the relationship between rates of OTR and specific praise in co-taught high school core classrooms on student on-task behaviour and class engagement. This study was part of a larger study conducted during the 2010-2011 school year. First, core academic classrooms were observed and data were collected on OTR, praise, and student behaviour. OTR information was collected using an audio recording device. Class audio recordings were divided into 15-minute intervals of whole group instruction and coded for OTR, specific praise, and non-specific praise. Observation data on student behaviour and class engagement that corresponded with each 15-minute interval were identified. Results indicate low levels of teacher use of OTR and praise statements and few significant relationships found between the variables of interest. Implications for practice and future research directions are also presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10