Assessing Social and Cross-Cultural Impact of Group-Based Videodisc Technology. Final Report, October 1, 1987-December 31, 1989.

Autor/inn/en	Thorkildsen, Ron; Lowry, William H.
Institution	Utah State Univ., Logan.
Titel	Assessing Social and Cross-Cultural Impact of Group-Based Videodisc Technology. Final Report, October 1, 1987-December 31, 1989.
Quelle	(1991), (146 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Arithmetic; Attitudes toward Disabilities; Classroom Communication; Cultural Differences; Fractions; Interactive Video; Intermediate Grades; Mainstreaming; Mild Disabilities; Multicultural Education; Peer Acceptance; Program Effectiveness; Self Esteem; Social Bias; Student Attitudes; Teacher Attitudes; Teacher Student Relationship; Teaching Methods; Videodisks + Suchen Sie Ihr Suchwort? Schulleistung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Klassengespräch; Kultureller Unterschied; Bruchrechnung; Interaktives Video; Mittelstufe; Multikulturelle Erziehung; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This final report documents achievements of a project to assess social impact and achievement gains resulting from the use of interactive videodisc technology to teach fractions in mainstreamed classrooms across multicultural settings. Subjects (N=294) were regular upper elementary students and students with mild handicaps (MH) in Utah, Wyoming, and New Mexico. The study examined the effects of the videodisc-based math program on: (1) attitudes of regular teachers and student peers toward mainstreamed students with MH; (2) the self-esteem of the MH students; (3) the frequency of academic (as opposed to behavior management) interactions between teachers and MH students; and (4) achievement in basic fractions concepts. Findings indicated that teachers in both years of the study maintained their opinions about mainstreaming; MH students experienced greater teacher interactions; the MH students showed large achievement gains (both in fraction concepts and generalized achievement testing) and increased self-esteem; peer attitudes toward MH students, however, declined significantly during the study. Appendices include measures and scoring procedures, data details, and a dissertation abstract. Includes 39 references. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01