NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1137009
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0144-3410
Enhancing Peer Acceptance of Children with Learning Difficulties: Classroom Goal Orientation and Effects of a Storytelling Programme with Drama Techniques
Law, Yin-kum; Lam, Shui-fong; Law, Wilbert; Tam, Zoe W. Y.
Educational Psychology, v37 n5 p537-549 2017
Peer acceptance is an important facilitator for the success of inclusive education. The aim of the current study is twofold: (1) to examine how classroom goal orientation is associated with children's acceptance of peers with learning difficulties; and (2) to evaluate the effectiveness of a storytelling programme with drama techniques on children's acceptance of peers with learning difficulties. The participants were 86 Grade 3 students from a Hong Kong primary school, randomly assigned to an experimental group (n = 45) and a control group (n = 41). The findings indicated that the more the students perceived that their classroom was performance-approach oriented, the less they would accept their peers with learning difficulties in doing things together. After the intervention, the students in the experimental condition, compared to their counterparts in the control group, were more likely to render financial assistance and have affective acceptance to their peers with learning difficulties.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong