Authentic Tasks: A Participatory Action Research Study on a Teaching Method for the Inclusive Classroom

Autor/in	Bruffy, Wendy Raso
Titel	Authentic Tasks: A Participatory Action Research Study on a Teaching Method for the Inclusive Classroom
Quelle	(2012), (151 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-3758-0
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; General Education; Program Effectiveness; Action Research; Participatory Research; Special Education; Interpersonal Relationship; Teaching Methods; Biology; Inclusion; Grade 10; Grade 11; Science Instruction; Observation; Surveys; Interviews; High School Students; Class Activities; Suburban Schools; Mixed Methods Research; Instructional Effectiveness; Regular and Special Education Relationship; New Jersey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Allgemein bildendes Schulwesen; Allgemeinbildung; Projektforschung; Forschungstätigkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Biologie; Inklusion; School year 11; 11. Schuljahr; Schuljahr 11; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Beobachtung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Unterrichtserfolg
Abstract	The way in which education is taught is forever changing. Therefore, a new method in which content is delivered is a central component in examining areas for improvement. In this paper, participatory action research (PAR) was used to investigate authentic tasks in the inclusive tenth and eleventh grade classroom. The purpose of this study was to determine whether authentic tasks improved the academic performance and social interaction of regular and special education students in this type of setting. The research questions were; How does the use of authentic tasks impact the social interactions of general education and special education students in an inclusive tenth and eleventh grade biology classroom, and How does the use of authentic tasks impact the academic performance of general education and special education students in an inclusive tenth and eleventh grade biology classroom? This research provided a foundation in observational, survey, and interview data on authentic tasks in the inclusive setting in an effort to find meaning in the effectiveness of teacher-created authentic tasks versus the conventional method of textbook work. The study was conducted in a suburban New Jersey high school using an inclusive biology class consisting of 12 students, 10 of whom were participants in the study. Two surveys and one interview were conducted to triangulate the data collected. The results reflected that social interaction was increased as a result of using authentic tasks. The data collected regarding authentic tasks on academic performance did not appear to greatly improve or impede marking period results. Further exploration regarding academic performance for an entire school year would be recommended as a future study. Academic performance is conventionally measured by quantitative means. This study can be used as a foundation to provide educational professionals a new way to examine their students' academic performance and social interaction. [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	2017/4/10