Dissertation/Thesis Abstract

Cooperative learning activities in social studies classrooms and the effect on self-determination for students with and without Individualized Education Programs (IEPs)
by Aubrey-Martinez, Carey, Ed.D., Wayne State University, 2016, 81; 10105024
Abstract (Summary)

Students with disabilities are spending significantly more time in the general education setting than they have historically. General education teachers are in need of strategies to enable them to work with these students more successfully. Additionally, research shows that all students could benefit from activities geared toward developing self-determination skills.

The purpose of this descriptive study was to see if the use of cooperative learning activities could improve the self-determination abilities of general education students and students with an Individualized Education Program in a social studies classroom. Students were given the American Institutes for Research Self-Determination Scale as a pretest and posttest.

Scores were compared between control and intervention group as well as the subgroups of students with Individualized Education Programs (IEPs) and general education students. Data from this study supports the use of cooperative learning activities in the social studies classroom in order to promote self-determination for all students. Recommendations for teachers as well as further research are made as well.

Indexing (document details)
Advisor: Pettapiece, Bob
Commitee: Moseley, James, Oglan, Gerald
School: Wayne State University
Department: Curriculum and Instruction
School Location: United States -- Michigan
Source: DAI-A 77/09(E), Dissertation Abstracts International
Subjects: Special education, Teacher education, Social studies education
Keywords: Cooperative learning, Individualized Education Programs, Self-determination, Social studies
Publication Number: 10105024
ISBN: 978-1-339-68539-7
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