e-journal

Science Instruction for Students With Emotional and Behavioral Disorders

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This review examined classroom science instruction for students with emotional and behavioral disorders (EBD). A total
of 11 group and single-subject studies were analyzed. Across all group studies, a conservatively calculated mean effect size of .471 was obtained indicating the interventions as a whole had at least a small to moderate impact on students’ with EBD achievement. Findings were further analyzed by student characteristics, intervention type, dependent measures utilized, and study variables. A significant result of these subanalyses indicates that while additional research is needed, students with EBD may benefit from inquiry approaches provided the method implemented includes enough structure to ensure student engagement. Results also suggest that mnemonic instruction is highly effective at increasing students’ with EBD knowledge and retention of science facts.

Keywords
academic achievement, general education, curriculum, evidence-based practice, emotional and behavioral disorders,
exceptionalities, science, instruction

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Ketersediaan

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Informasi Detail

Judul Seri

Remedial and Special Education

No. Panggil

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Penerbit

U.S.A : SAGE., 2013

Deskripsi Fisik

Remedial and Special Education 2014

Bahasa

English

ISBN/ISSN

DOI: 10.1177/0741932

Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

Vol 35(1) 15– 27

Subjek

PSIKOLOGI

Info Detail Spesifik

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Pernyataan Tanggungjawab

Mutia/Agus

Versi lain/terkait

Lampiran Berkas

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