Literaturnachweis - Detailanzeige
| Autor/in | Jones, Leah |
|---|---|
| Titel | Examining Special Education on Social and Academic Outcomes |
| Quelle | In: Journal of Education, 203 (2023) 1, S.61-72 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Jones, Leah) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0574 |
| DOI | 10.1177/00220574211016401 |
| Schlagwörter | Special Education; General Education; Self Esteem; Academic Achievement; Student Placement; Labeling (of Persons); Students with Disabilities; Student Characteristics; Outcomes of Education; Social Development; Correlation; Fragile Families and Child Wellbeing Study; Woodcock Johnson Tests of Achievement Special needs education; Sonderpädagogik; Sonderschulwesen; Allgemein bildendes Schulwesen; Allgemeinbildung; Self-esteem; Selbstaufmerksamkeit; Schulleistung; Schülerpraktikum; Labeling-Ansatz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lernleistung; Schulerfolg; Soziale Entwicklung; Korrelation |
| Abstract | The article investigates how a change in educational status from general education to special education is associated with students' social confidence and academic outcomes. This study uses longitudinal data, a difference-in-difference model, and propensity score matching techniques. Findings indicate that students placed in special education, on average, have lower social confidence and perform worse academically than similarly performing students who remain in general education. Special education can have unintended consequences, and more research is needed to improve students' educational and social outcomes. (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: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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