ERIC Number: ED341209
Record Type: RIE
Publication Date: 1991-Sep
Assessing Social and Cross-Cultural Impact of Group-Based Videodisc Technology. Final Report, October 1, 1987-December 31, 1989.
Thorkildsen, Ron; Lowry, William H.
This final report documents achievements of a project to assess social impact and achievement gains resulting from the use of interactive videodisc technology to teach fractions in mainstreamed classrooms across multicultural settings. Subjects (N=294) were regular upper elementary students and students with mild handicaps (MH) in Utah, Wyoming, and New Mexico. The study examined the effects of the videodisc-based math program on: (1) attitudes of regular teachers and student peers toward mainstreamed students with MH; (2) the self-esteem of the MH students; (3) the frequency of academic (as opposed to behavior management) interactions between teachers and MH students; and (4) achievement in basic fractions concepts. Findings indicated that teachers in both years of the study maintained their opinions about mainstreaming; MH students experienced greater teacher interactions; the MH students showed large achievement gains (both in fraction concepts and generalized achievement testing) and increased self-esteem; peer attitudes toward MH students, however, declined significantly during the study. Appendices include measures and scoring procedures, data details, and a dissertation abstract. Includes 39 references. (DB)
Descriptors: Academic Achievement, Arithmetic, Attitudes toward Disabilities, Classroom Communication, Cultural Differences, Fractions, Interactive Video, Intermediate Grades, Mainstreaming, Mild Disabilities, Multicultural Education, Peer Acceptance, Program Effectiveness, Self Esteem, Social Bias, Student Attitudes, Teacher Attitudes, Teacher Student Relationship, Teaching Methods, Videodisks
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Utah State Univ., Logan.
Grant or Contract Numbers: N/A