Date of Award
12-4-1996
Degree Type
Thesis
Degree Name
Master of Science
Department
Liberal Studies
First Advisor
Rachel Mathews, Ed.D.
Second Advisor
Ruth L. Meese, Ph.D.
Third Advisor
David M. Carkenord, Ph.D.
Abstract
The purpose of this study was to determine the instructional strategies that promote academic success in inclusive settings at the elementary school ·level. This study also attempted to investigate the most effective instructional strategies perceived by regular education teachers and special education teachers. Seventy-eight subjects from the elementary school level, including thirty- nine (n=39) regular education teachers and thirty-nine (n=39) special education teachers, participated in this study. A survey research design, with a self-developed questionnaire, was used to collect data. Approximately thirty-three percent (33.33%) of the questionnaires were returned. The data were analyzed through qualitative and quantitative statistics . The relationships between grade level of teaching and self-monitoring strategy (x.2=46 .50, df=24, 'X.2cv=36.42, p<. .05), grade level of teaching and team teaching ("X.2=45.78, df=30, x2cv=43.77, p<. .05), and teaching experience and use of computers in instruction ('X:.2=97 .29, df=75, X2 cv=90 .53, p<.05) were found to be significant. All other relationships between experiential variables and teaching strategies were not significant. A limitation of this study was the generalization due to a low response rate.
Recommended Citation
White, Deborah L., "Instructional Strategies Promoting Academic Success in Inclusive Settings at the Elementary School Level" (1996). Theses & Honors Papers. 248.
https://digitalcommons.longwood.edu/etd/248
