NotesFAQContact Us
Search Tips
ERIC Number: ED102776
Record Type: Non-Journal
Publication Date: 1974-Jul
Pages: 131
Abstractor: N/A
Reference Count: N/A
Evaluation of Exemplary Programs for the Educable Retarded: ESEA Title III. Final Report for 1973-74 Budget Period.
Clifford, Miriam; McKinney, James D.
Evaluated in a 3-year project were the effects of three different classroom settings (a graded open classroom with a resource teacher, a multigrade open classroom emphasizing individualized instruction, and two self-contained special education classrooms) on achievement, self-concept, and classroom behavior of 30-38 educable mentally retarded children 8- to 13-years-old. Analysis of pre- and posttest measures of self-concept, achievement, attitudes, and classroom behavior did not demonstrate that one setting was clearly superior to another in producing meaningful gains in academics, self-concept, or attitudes toward schooling. Open classrooms promoted more peer interaction while the self-contained setting elicited more attending and teacher directed behavior. Teachers perceived Ss in open settings less favorably than Ss in self-contained classrooms. Associated with academic success were the learning characteristics of attention and independence. Task-oriented peer interaction, sociodrama, role playing techniques, and the use of media programs to assist instruction in alternative settings were found to be positive program components. Seven appendixes provide such information as a listing of topics covered during the sociodrama sessions and a list of media productions. (CL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC.; North Carolina State Dept. of Public Instruction, Raleigh.
Authoring Institution: North Carolina Univ., Chapel Hill. Frank Porter Graham Center.; Chapel Hill City Schools, NC.
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title III