Literaturnachweis - Detailanzeige
| Autor/inn/en | Lim, Zihyun; Lee, Suk-Hyang |
|---|---|
| Titel | Effects of an Interview Article Writing Intervention Using Class-Wide Sns on Writing Abilities and Self-Esteem of Students with Intellectual Disabilities and Peers' Attitudes |
| Quelle | In: Journal of Special Education Technology, 34 (2019) 1, S.27-40 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/0162643418780496 |
| Schlagwörter | Process Approach (Writing); Writing Processes; Writing Instruction; Social Media; Intervention; Writing Ability; Self Esteem; Intellectual Disability; Student Attitudes; Middle School Students; Peer Relationship; Writing Improvement; Instructional Effectiveness; Inclusion; Attitude Change; Foreign Countries; Interviews; South Korea (Seoul) Prozessorientiertes Schreiben; Schreibunterricht; Soziale Medien; Schreibkompetenz; Self-esteem; Selbstaufmerksamkeit; Intellect; Disability; Disabilities; Verstand; Behinderung; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Peer-Beziehungen; Unterrichtserfolg; Inklusion; Attitudinal change; Einstellungsänderung; Ausland; Interviewing; Interviewtechnik |
| Abstract | This study was to investigate the effects of a process-based approach to writing interview articles using class-wide social network site (SNS) on the writing abilities and self-esteem of middle school students with intellectual disabilities. It also aimed at investigating these effects on attitudes of the students' peers who were interviewed. A multiple probe baseline design across participants was employed to assess the writing abilities of three students with intellectual disabilities. A one-group pre- and posttest design was used to examine the changes in the attitudes of peers toward the students with intellectual disabilities. The intervention improved the writing abilities of the three participants along with increases of their self-esteem. The participants' peers in the inclusive classrooms also showed positive changes in their attitudes toward the students with intellectual disabilities. This study has significance in that teaching interview article writing using class-wide SNS was effective not only in promoting the writing skills of students with intellectual disabilities but in improving their peers' attitudes toward them. Implications and directions for future research are discussed. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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