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Autor/in | Thone, Jaime L. |
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Titel | An Examination into the Learning Pattern Preferences of Students in Special Education |
Quelle | (2013), (114 Seiten)
PDF als Volltext Ph.D. Dissertation, Duquesne University |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
ISBN | 978-1-3030-2643-0 |
Schlagwörter | Hochschulschrift; Dissertation; Special Education; Preferences; Study Habits; Cognitive Style; Learning Strategies; Learning Processes; High School Students; Middle School Students; Individualized Instruction; Self Advocacy; Learning Experience; Student Records; Student Surveys; Regular and Special Education Relationship; Learning Disabilities; Behavior Patterns; Active Learning; Educational Practices; Educational Strategies; Needs Assessment; Comparative Analysis Thesis; Dissertations; Academic thesis; Special needs education; Sonderpädagogik; Sonderschulwesen; Study behavior; Study behaviour; Studienverhalten; Cognitive styles; Kognitiver Stil; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning process; Lernprozess; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Individualisierender Unterricht; Selbstbehauptung; Lernerfahrung; Schülerakte; Schülerbefragung; Learning handicap; Lernbehinderung; Aktives Lernen; Bildungspraxis; Lehrstrategie; Bedarfsermittlung |
Abstract | As educational professionals strive to help students become efficient and effective learners, they must assist in the development of student learning strategies and a greater understanding of the learning process. The purpose of this study was to analyze and compare the learning pattern preferences of middle and high school students in general education and special education settings. The results of this study were intended to help guide teachers and other education professionals to make informed decisions about differentiating instruction in a way to reach more, if not all, students in their classroom. The results could furthermore assist educators in fostering greater self-knowledge and self-advocacy in students, which then can assist them to become active participants of their own learning experiences. Archival data was examined using scores of middle and high school students on the Learning Connections Inventory (LCI), the survey associated with the Let Me Learn Process ® . 251 students LCI scores were studied on the basis of grade level and special education classification. Research questions utilized one-way MANOVA's in order to determine preference for particular individual patterns on the LCI. The first set of research questions compared students in special education and students in general education. The second set of questions compared students in special education broken down by classification, specifically, Other Health Impairment and Specific Learning Disability. Analyses revealed preference for certain LCI patterns between the groups examined. This study was intended to be a starting point for the analysis of the learning patterns of special education students. Once pattern preferences and the interactions between preferences are identified, and the utility of the Let Me Learn Process ® is examined, a greater understanding of learning will occur in combination with the development of self-advocacy skills in the classroom. Overall, the Let Me Learn Process ® has been shown to have promise in utilizing cognition, conation and affectation approaches in order to assist in developing effective learning strategies. As each of these elements is taken into consideration, this process can allow learners to become active participants in their own learning process. [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 | 2020/1/01 |