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Effects of instructional rubrics on class engagement behaviors and the achievement of lesson objectives by students with mild mental retardation and their typical peers

Title
Effects of instructional rubrics on class engagement behaviors and the achievement of lesson objectives by students with mild mental retardation and their typical peers
Authors
Lee E.Lee S.
Ewha Authors
이소현
SCOPUS Author ID
이소현scopus
Issue Date
2009
Journal Title
Education and Training in Developmental Disabilities
ISSN
1547-0350JCR Link
Citation
vol. 44, no. 3, pp. 396 - 408
Indexed
SCOPUS WOS scopus
Abstract
Aligning standards and individual needs of students with disabilities has been emphasized as a prerequuite for the students' access to, and meaningful progress in, the general curriculum. As inclusive assessment took, instructional rubrics are believed to have potential in effectively linking standards and the Individualized Education Program (IEP) goals of students with disabilities and in enhancing self-directed learning of all students involved with the in-depth application during class. This study examined the effects of instructional rubrics on class engagement behaviors and the achievement of lesson objectives by students with mild mental retardation and their same-age peers. The results demonstrated that class engagement behaviors of the students with mild mental retardation drastically improved. The achievement of lesson objectives by all the participants evaluated through rubrics was statistically significant. Implications for practitioners and for future researchers were also discussed. © Division on Developmental Disabilities.
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사범대학 > 특수교육과 > Journal papers
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