Academic Engagement and Active Responding of Mentally Retarded, Learning Disabled, Emotionally Disturbed and Nonhandicapped Elementary Students. Research Report No. 4. Instructional Alternatives Project.

Autor/inn/en	Ysseldyke, James E.; und weitere
Institution	Minnesota Univ., Minneapolis.
Titel	Academic Engagement and Active Responding of Mentally Retarded, Learning Disabled, Emotionally Disturbed and Nonhandicapped Elementary Students. Research Report No. 4. Instructional Alternatives Project.
Quelle	(1987), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Comparative Analysis; Elementary Education; Emotional Disturbances; Learning Activities; Learning Disabilities; Mainstreaming; Mild Disabilities; Mild Mental Retardation; Resource Room Programs; Special Classes; Student Behavior; Student Reaction; Teaching Methods; Time on Task + Suchen Sie Ihr Suchwort? Klassenführung; Elementarunterricht; Gefühlsstörung; Lernaktivität; Learning handicap; Lernbehinderung; Special class; Sonderklasse; Student behaviour; Schülerverhalten; Schülerkritik; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitaufwand
Abstract	Observations were conducted to document the active academic responding and academic engagement rates of 122 elementary students (30 learning-disabled, 32 emotionally/behaviorally disturbed, 30 mildly mentally retarded, and 30 self-contained programs. Data were recorded in 10-second intervals for each student over an entire school day. During a typical school day, the average amount of academic engaged time across groups was a little over 2 hours, about 57% of the time they were observed. The average amount of active academic responding time was a little over 1 hour, about 28% of observed time. Management responses (such as raising hand, looking for materials, and waiting) accounted for a significant portion of the student's day, and inappropriate responses accounted for about 30 minutes. Over the entire school day, there were no significant differences in the array of responses made by the different categories of students. In general, students in special education settings spent more time actively engaged in academic responses than mainstreamed students did; inappropriate and management responses were higher in mainstream settings. (Author/JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01