Combining Explicit Instruction and Positive Psychology to See Adolescents with Learning Difficulties Flourish

Autor/in	White, Matthew Oliver
Titel	Combining Explicit Instruction and Positive Psychology to See Adolescents with Learning Difficulties Flourish
Quelle	In: Australian Journal of Learning Difficulties, 25 (2020) 2, S.135-159 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (White, Matthew Oliver)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2020.1777576
Schlagwörter	Direct Instruction; Positive Attitudes; Self Efficacy; Academic Achievement; Psychology; Learning Problems; Instructional Effectiveness; Cognitive Processes; Difficulty Level; Catholic Schools; Urban Schools; Secondary School Students; Grade 8; Adolescents; Foreign Countries; National Competency Tests; Literacy; Numeracy; Self Concept Measures; Australia; National Assessment Program Literacy and Numeracy; Academic Self Concept Scale + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Self-efficacy; Selbstwirksamkeit; Schulleistung; Psychologie; Lernproblem; Unterrichtserfolg; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Katholische Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sekundarschüler; School year 08; 8. Schuljahr; Schuljahr 08; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Australien
Abstract	Academically engaging adolescents with learning difficulties continues to be a challenge for teachers and education authorities around the world. This paper reports on one part of a broader study to address the impasse present between research and practice in meeting the needs of adolescents with learning difficulties. Drawing on the mounting research attesting to the effectiveness of Explicit Instruction and Positive Psychology, a concerted investigation was carried out to assess the effectiveness of combining the two approaches. Two Year 8 classes (N = 23 experimental) (English and Mathematics) were provided with the combined systems intervention over one academic year. Response to the intervention was compared to two similar academic ability control groups from the same Year group. Results report students made statistically significant gains, in comparison to the control group. This study contributes to an understanding of how effective classroom pedagogy instead of remediation can support adolescents with learning difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01