Literaturnachweis - Detailanzeige
| Autor/inn/en | Haydon, Todd; Schmidt, Carla; Buncher, Amanda; Carnahan, Christina |
|---|---|
| Titel | Comparing Numbered Heads Together with and without Peer-Led Opportunities to Respond: A Case Study |
| Quelle | In: Education and Treatment of Children, 42 (2019) 2, S.245-263 (19 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0748-8491 |
| Schlagwörter | Pervasive Developmental Disorders; Autism; Students with Disabilities; Cooperative Learning; Questioning Techniques; Undergraduate Students; Student Behavior; Scores; College Instruction; Instructional Effectiveness; Student Satisfaction |
| Abstract | The current case study compared the effects of a Numbered Heads Together strategy with and without peer-led opportunities to respond during a postsecondary classroom management class. Results indicated that the student with high-functioning autism had a higher percentage of intervals of on-task behavior and weekly quiz scores during the Heads Together condition with peer-led opportunities to respond. Student satisfaction ratings suggested that Heads Together with peer-led opportunities to respond was a preferred strategy to Heads Together alone. A discussion of study limitations, implications, and future research directions is included. (As Provided). |
| Anmerkungen | West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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