http://socialfamily535.pbworks.com/f/slavin1996%5B1%5D.pdf

Research on cooperative learning and achievement: What we know, what we need to know.

Stigma is not a self-evident phenomenon but like all concepts has a history. The conceptual understanding of stigma which underpins most sociological research has its roots in the ground-breaking a...

/pdf/rethinking-the-sociology-of-stigma-4at98a8qg7.pdf

Rethinking the sociology of stigma

Maximizing the interaction between pupils with and without special needs is generally considered an important aspect of inclusion. However, it is frequently questioned whether pupils with special educational needs (SEN) in regular classrooms have interactions and friendships with their peers. In order to be able to evaluate these relationships, it is necessary to clarify concepts such as social participation, social integration and social inclusion. At the moment there is much ambiguity regarding these concepts. This article aims to elucidate on these concepts and reveal its characteristic themes. An analysis of literature was carried out to identify these concepts. In the final analysis, 62 articles were included. This analysis showed that the concept social integration and the related concepts of social inclusion and social participation are often described inaccurately, with only a few researchers providing explicit definitions or descriptions. In the majority of articles, implicit descriptions can be derived from instruments used to measure social integration, social inclusion or social participation: it is apparent there is much overlap among the use of concepts by researchers. Based on the analysis of the 62 articles, it can be concluded that the concepts social integration, social inclusion and social participation are used as synonyms. In our opinion, social participation is the most suitable concept. The analysis of literature reveals four key themes central to all three concepts: friendships/relationships, interactions/contacts, perception of the pupil with SEN and acceptance by classmates.

Being part of the peer group: a literature study focusing on the social dimension of inclusion in education

Teacher preparation programs are under scrutiny for their role in the troubled American educational system. Thus, teacher educators must encourage teachers to use effective teaching practices. One ...

/pdf/providing-performance-feedback-to-teachers-a-review-d51nqd89z3.pdf

Providing Performance Feedback to Teachers: A Review

This study addresses the social participation of young students (Grades One to Three) with special needs in regular Dutch primary schools. More specifically, the focus lies on four key themes related to social participation: friendships/relationships, contacts/interactions, students’ social self‐perception, and acceptance by classmates. The outcomes of the study revealed that the majority of students with special needs have a satisfactory degree of social participation. However, compared with students without special needs, a relatively large portion of the students with special needs experience difficulties in their social participation. In general, students with special needs have a significantly lower number of friends and are members of a cohesive subgroup less often than their typical peers. In addition, students with special needs have fewer interactions with classmates, have more interactions with the teacher, and are less accepted than students without special needs. The social self‐perception of ...

Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands

The present study compared the effects of two teacher questioning strategies, Heads Together and Whole Group, on elementary school students' on-task rates and their performance on daily social studies quizzes. Twenty 3rd graders in a racially and ethnically integrated classroom were exposed to both treatments under an alternating treatment design. Data indicated that students always performed better under Heads Together conditions. These performance differences ranged from 2 to 30 percentage points on daily quizzes and averaged about 16 percentage points over the course of the investigation. Moreover, the percentage of pupils on task was always higher when the cooperative learning intervention was in effect. Consumer satisfaction findings suggest that the students themselves preferred Heads Together over the more traditional teaching method. Implications for instructional practice are discussed.

Heads Together: A Peer-Mediated Option for Improving the Academic Achievement of Heterogeneous Learning Groups

The purpose of this article is to describe an alternative teaching approach in which students serve as instructional agents for their peers. This teaching approach, referred to commonly as peer‐mediated instruction, incorporates the same basic features of effective instruction that have been delineated in the empirical literature. However, in these programs children serve as mediators in the delivery of instructional content. We describe a few peer‐mediated instructional approaches that have been used effectively with students who encounter academic and behavioral difficulties and discuss some of the relative advantages and disadvantages in the use of these methods. In addition, we propose a variety of ways in which these approaches can be used in general and in special education classrooms and review many of the pragmatic concerns associated with their implementation.

Peer-Mediated Instruction: A Review of Potential Applications for Special Education.

A peer-mediated instructional procedure termed Classwide Peer Tutoring (CWPT) has been shown to increase the rates and accuracy of student responses to academic tasks and to improve student performance on weekly spelling tests. In addition to replicating previous research, the present investigation evaluated the retention and generalization of words learned using CWPT. Students classified as mildly handicapped participated in daily practice of 10 spelling words using CWPT for 10 weeks. Short- and long-term retention of words practiced was assessed. Results indicated that the students average post-test score was over 84% correct on weekly tests, replicating previous results. When included in a dictation task the following week, 76.2% of previously tutored words were correctly spelled. Short- and longer-term retention measured on posttests was 72% and 69% correct, respectively. Modest improvements in students sight recognition of words practiced during CWPT were obtained. Student failure to learn particular words was attributable to fewer opportunities to practice these words. Further, students reported positive evaluation of CWPT and perceived positive social and self esteem outcomes.

Retention and generalization of spelling words acquired using a peer-mediated instructional procedure by children with mild handicapping conditions

Most pupils with special learning needs will spend a significant proportion of their time in school in general education settings. Yet, a cursory examination of the teacher preparation literature suggests that many preservice general educators are ill-prepared to meet this enormous instructional challenge. Here, we briefly describe the efforts of one regional state college to restructure its program to better prepare general education teachers to serve diverse learning groups. We begin by describing the Reflective and Responsive Educator (RARE) program, a newly restructured, 4-year field-based program for future early childhood, elementary, and secondary education teachers. We then describe in more detail one particular facet of the RARE model, the Pair Tutoring Program, an early field-based experience that accompanies a required introductory course, and provide initial outcome data to support its efficacy and social acceptability. Finally, we address issues related to the potential replicability and sust...

The Pair Tutoring Program: An Early Field-Based Experience to Prepare Preservice General Educators to Work with Students with Special Learning Needs

Peer Tutoring and the Minority Child With Disabilities

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