Literaturnachweis - Detailanzeige
| Autor/inn/en | O'Brien, Chris; Wood, Charles L. |
|---|---|
| Titel | Video Modeling of Cooperative Discussion Group Behaviors with Students with Learning Disabilities in a Secondary Content-area Classroom |
| Quelle | In: Journal of Special Education Technology, 26 (2011) 4, S.25-40 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| Schlagwörter | Video Technology; Modeling (Psychology); Intervention; Student Behavior; Discussion Groups; Cooperative Learning; Learning Disabilities; High School Students; Grade 12; Social Studies; Technology Uses in Education; Interpersonal Competence; Instructional Effectiveness Modeling; Modelling; Modellierung; Student behaviour; Schülerverhalten; Kooperatives Lernen; Learning handicap; Lernbehinderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 12; 12. Schuljahr; Schuljahr 12; Gemeinschaftskunde; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interpersonale Kompetenz; Unterrichtserfolg |
| Abstract | Peer-mediated instructional strategies such as cooperative learning are commonly used in general education classrooms in secondary schools; however, students with disabilities often lack the group interaction and discussion skills necessary to fully benefit from evidence-based interventions. The present study used a multiple baseline across participants design to evaluate the use of video modeling to promote the cooperative behaviors and higher level discussion skills of high school students with learning disabilities participating in a Numbered Heads Together (NHT) group discussion strategy in a secondary social studies class. Results indicate that the simple technological intervention of video modeling effectively and efficiently promoted the use of group social skills and discussion skills among students with learning problems who experience difficulty with peer-mediated instructional strategies in secondary content-area classes. (Contains 2 tables and 1 figure.) (As Provided). |
| Anmerkungen | Technology and Media Division of the Council for Exceptional Children. 2900 Crystal Drive Suite 1000, Arlington, VA 22202. e-mail: contactus@tamcec.org; Web site: http://www.tamcec.org/jset |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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