Detail Training middle school students with learning disabilities to recruit positive teacher attention: Effects on teacher praise, instructional feedback, and academic productivity in the general education classroom Bibliografi Author: Heward, William L. (Advisor); Alber, Sheila Rene Topik: EDUCATION; SPECIAL Bahasa: (EN )    ISBN: 0-591-51262-9     Penerbit: THE OHIO STATE UNIVERSITY     Tahun Terbit: 1997     Jenis: Theses - Dissertation Fulltext: 9801632.pdf (0.0B; 7 download) Abstract Social approval serves as a powerful reinforcer for many individuals. Teacher attention and praise are the primary form of social approval in school settings. In busy classrooms, however, many instances of desired student behaviors are not praised or attended to because the teacher may not notice those behaviors. One way to increase the probability that desired behaviors receive teacher attention is to train students to recruit positive teacher attention. Previous studies have shown that training students to recruit increases students' recruiting rates and teacher praise rates (e.g., Connell, et al. 1993; Craft, 1996; Harchik, et al. 1993; Hrydowy et al, 1984). Craft (1996) was the only study to date identified by the author of this study which examined the effects of recruiting on academic skills. The purpose of this study was to extend the findings of Craft (1996) by examining the effects of a recruitment training package on student recruiting, teacher praise, instructional feedback, and academic productivity in the general education math classroom. In this study, the special education teacher was trained by the experimenter to teach four middle-school students with learning difficulties when, how, and how often to recruit teacher attention in the general education classroom, and what to say to the teacher during a recruiting interaction. The students were taught to show their work to the teacher and ask for feedback two to three times per workpage. The results of this study indicate that: (a) middle school students with learning disabilities can be trained to recruit appropriately at target rates in the general education classroom, (b) student recruiting increases rates of teacher praise and instructional feedback received by the students, (c) student recruiting increases completion and accuracy of academic assignments, and (d) students can generalize recruiting to another classroom setting. An important finding of this study is that students must find teacher praise desirable in order for recruitment training to be effective. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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