Award Date

1-1-1999

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Special Education

First Committee Member

Kyle Higgins

Number of Pages

158

Abstract

This study was conducted to investigate the effect study groups have on preservice teacher education. The participants were enrolled in ESP 444, The Special Education Student in the General Education Classroom. The study took place during a 9-week period; Forty-two students participated in this study. The study involved placing the students randomly into two groups. The lecture group received lectures from graduate students in special education. The study group worked together in groups to research and discuss inclusion of students with disabilities. All students took a knowledge-based pretest and attitude survey prior to beginning the study. All students took a knowledge-based posttest and attitude survey after a presentation by a guest lecturer. All students took a knowledge-based posttest and attitude survey after the intervention phase of the study. Two students from each group were also interviewed prior to and after the completion of the study; Students' scores on three knowledge-based tests and three attitude surveys were analyzed. Results of this study indicated: (a) achievement between the two groups was similar; (b) study groups can be an effective tool for preservice instruction; (c) study group participants were more confident in their beliefs.

Keywords

Alternative; Development; Educator; Exploration; Educators; Groups; Method; Preservice; Study Groups; Teachers; Teacher Development

Controlled Subject

Teachers--Training of; Special education

File Format

pdf

File Size

2836.48 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/86df-8unx


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