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Direct linkTosun, Cemal; Öztürk, Sakine – Teachers and Teaching: Theory and Practice, 2020
The present study aimed to develop science teaching competence belief scale (STCBS). Secondly, the study also investigated whether science teachers (STs) and pre-service science teachers' (PSTs) competence beliefs regarding science teaching in the resource room differed with respect to certain variables. Another purpose was to determine the…
Descriptors: Foreign Countries, Rating Scales, Measures (Individuals), Test Validity
Rose, Katherine K.; Barahona, Denaye; Muro, Joel – International Journal of Inclusive Education, 2017
This study examined the peer nominations of 213 children in Kindergarten (90), 3rd grade (58), and 5th grade (65) to examine their perceptions of peers who received pull-out services for unique needs. Using Coie, Dodge, and Coppotelli's [1982. "Dimensions and Types of Social Status: A Cross-age Perspective." "Developmental…
Descriptors: Elementary School Students, Student Attitudes, Kindergarten, Grade 3
Williamson, Pamela; Carnahan, Christina R.; Birri, Nicole; Swoboda, Christopher – Journal of Special Education, 2015
Few studies examine specific interventions for increasing narrative text comprehension for students with autism spectrum disorder (ASD). However, both the cognitive reading profiles common in ASD and the focus on access to complex text for all learners suggest the need for interventions to support narrative text comprehension. Using a multiple…
Descriptors: Autism, Pervasive Developmental Disorders, Reading Comprehension, Cognitive Ability
Nash-Aurand, Tammy – ProQuest LLC, 2013
Recent legislation in education mandates that students with disabilities be given access to the general education curriculum in order to reach higher academic standards. To meet these requirements, co-teaching has become a popular service delivery model for instruction of students with disabilities within the general education setting. The purpose…
Descriptors: Disabilities, Access to Education, Equal Education, Team Teaching
Herriott, Tavita S. – ProQuest LLC, 2010
The purpose of this study was to determine if there was a difference in students' standardized test scores based on the instructional model their teachers used. One group of students was served under a pullout instructional model. The other was served under an inclusive model. It is not known whether or not the pullout instructional model or the…
Descriptors: Middle School Students, Test Results, Learning Disabilities, Standardized Tests
Wendt, Stephanie L. – ProQuest LLC, 2012
Using a causal-comparative research design, this study investigated the effectiveness of Differentiated Instruction Support Inclusion Services on fifth grade regular education and gifted students' Reading/Language Arts achievement. The study analyzed and compared the achievement of the regular education students who received no inclusion support…
Descriptors: Individualized Instruction, Inclusion, Grade 5, Academically Gifted
Download full textPackard, Abbot L.; Hazelkorn, Michael; Harris, Karen P.; McLeod, Robert – Journal of Research in Education, 2011
Although coteaching has become a widespread instructional option for students with disabilities, there are concerns regarding its effectiveness on student achievement especially at the secondary level. The authors examined whether ninth grade students with learning disabilities (LD) who received instruction in a resource classroom achieved at a…
Descriptors: Academic Achievement, Secondary School Students, Grade 9, Learning Disabilities
Ervin, Vakesha L. – ProQuest LLC, 2010
The purpose of this brief study was to explore whether the traditional pull-out method, the coteaching method, or the combined method produced higher performances for students with disabilities over a three-year academic period at the elementary and middle school level. The results of the non-experimental quantitative study using student CRCT…
Descriptors: Team Teaching, Comparative Analysis, Teaching Methods, Disabilities
Graham, Earle; Lawson, Carl; Rasheed, Saleem A.; Voltz, Deborah – Journal of the American Academy of Special Education Professionals, 2007
The purpose of this study was to determine whether Black students with mild disabilities receiving their education in general education settings perform better academically than Black students with mild disabilities receiving their education in resource classroom settings. Sixty-four Black high school students with mild disabilities receiving…
Descriptors: Inclusion, Student Placement, Resource Room Programs, Mild Disabilities
