| Autor: |
Mallon, Megan D., Meritt, Nicole, Porath, Suzanne |
| Předmět: |
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| Zdroj: |
School-University Partnerships; Winter2020 Special issue, Vol. 12 Issue 4, p122-132, 11p |
| Abstrakt: |
This action research project was designed to determine whether teaching explicit discussion strategies to students receiving special education services would lead to an increase in self-confidence and participation during small group and whole class discussions in a general education classroom. Data were collected by two teacher researchers in a fifth grade English Language Arts (ELA) classroom using a pre/post student survey and classroom observation. Findings of the study suggest that explicitly teaching social skills focused on discussion allows special education students to self-identify situations where they struggle, rehearse new skills and receive feedback, and self-monitor their progress, sometimes with the desired end result of generalization to other settings. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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