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首页> 外文学位 >The impact of inclusive community-based instruction on students identified as 'gifted,' 'typical,' and 'special needs' learners in a high school: An exploratory study.
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The impact of inclusive community-based instruction on students identified as 'gifted,' 'typical,' and 'special needs' learners in a high school: An exploratory study.

机译：社区包容性教学对高中识别为“有天赋”，“典型”和“特殊需要”学习者的学生的影响：一项探索性研究。

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摘要

This study examined CBI within the general education environment and considered the impact CBI has on students identified as “gifted,” “typical,” and “special needs” learners.; Specifically, I asked the following research questions: (1) What are the conditions that support or inhibit inclusive CBI? (2)What are the effects of inclusive CBI on students? (3) What are the conditions that contribute to which students get what kinds of CBI? (4) What is the relationship between school and non-school instruction?; I employed a combination of grounded theory and case study approach to conduct this study. The methods of data collection used included interviews, observations, and document review. Data were analyzed starting from the beginning of data collection. Throughout the analysis process, the constant comparative method was used to verify, revise, or discard themes that emerged from the findings within this study.; The results of the study indicated that school structures and teacher beliefs, actions, and experiences influenced the implementation of CBI. Through CBI, students obtained specific skills and gained understandings. When CBI was implemented students reported developing the following three skills: (a) communication, (b) leadership and citizenship, and (c) working together effectively. Through these skills, students gained a deeper knowledge and understanding in four areas: (a) they learned what diversity means; (b) they learned how to function in real work situations; (c) they began to discover what community and school resources exist; and (d) they comprehended the school curriculum better. In addition, three conditions determined what students were enrolled in these classes: natural proportion of students with and without disabilities, students preference was determined by peers input, teacher and guidance counselors awareness and understanding of class. The community instruction was connected to a classroom lesson and/or objectives that incorporated academic skills and expanded learning opportunities for all students. Finally, five limitations and/or consequences of CBI were identified through the data; missing other classes, overloading of classes with students having special needs, and access to the class for all students, limited number of students with severe disabilities included in these classes, and the CBI did not have enough repeated practice.
机译：这项研究检查了普通教育环境下的CBI，并考虑了CBI对被识别为“有天赋”，“典型”和“特殊需要”的学生的影响。具体来说，我问了以下研究问题：（1）支持或抑制包容性CBI的条件是什么？ （2）包容性CBI对学生有什么影响？ （3）什么条件促使哪些学生获得哪种CBI？ （4）学校与非学校教学之间有什么关系？我结合了扎实的理论和案例研究方法来进行这项研究。所使用的数据收集方法包括访谈，观察和文档审查。从数据收集开始就分析数据。在整个分析过程中，使用恒定比较方法来验证，修订或丢弃本研究中发现的主题。研究结果表明，学校结构和教师的信念，行为和经验影响了CBI的实施。通过CBI，学生获得了特定的技能并获得了理解。实施CBI时，学生报告发展了以下三个技能：（a）沟通，（b）领导和公民身份，以及（c）有效地合作。通过这些技能，学生在四个方面获得了更深的知识和理解：（a）他们了解了多样性意味着什么; （b）他们学会了如何在实际工作中发挥作用； （c）他们开始发现存在哪些社区和学校资源； （d）他们对学校的课程有更好的理解。此外，三个条件决定了这些班级招收了哪些学生：残疾学生和非残疾学生的自然比例，同龄人的投入，老师和辅导员对班级的认识和理解程度决定了学生的偏好。社区教学与课堂课程和/或目标相关，该课程融合了学术技能并为所有学生扩展了学习机会。最后，通过数据确定了CBI的五个局限性和/或后果；缺少其他班级，有特殊需要的学生超课，所有学生都可以上课，这些班级中包括数量有限的严重残疾学生，并且CBI没有足够的重复练习。

著录项

  • 作者

    Ziegler, Michele Flasch.;

  • 作者单位

    The University of Wisconsin - Madison.;

  • 授予单位 The University of Wisconsin - Madison.;
  • 学科 Education Special.; Education Secondary.; Education Vocational.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 142 p.
  • 总页数 142
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 特殊教育;中等教育;职业技术教育;
  • 关键词

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