Self Concept and Academic Achievement of Educable Retarded and Emotionally Disturbed Pupils

Calhoun, George; Elliott, Raymond N.

doi:10.1177/001440297704300608

Cited by 36 publications

(16 citation statements)

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“…For the students with EBD, it appears that full-time services were not effective in remediating academic deficits. This finding is comparable with the results of a very rigorous study conducted by Calhoun and Elliott (1977) over 20 years ago, in which random assignment was used to assign students with emotional disabilities and students with mild mental disabilities to either an integrated general education class setting or a separate special education class setting. The study lasted 3 years, and students were assessed annually using the SAT (Harcourt Brace Educational Measurement, 1996).…”

Section: Comparisons Withsupporting

confidence: 82%

A Comparison of the Academic Progress of Students with EBD and Students with LD

Anderson

Kutash

Duchnowski

2001

Journal of Emotional and Behavioral Disorders

127

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In this article, we present findings from a study that compared academic progress over 5 years for students with emotional and behavioral disorders (EBD) and students with learning disabilities (LD). Additionally, a set of factors related to academic achievement (attendance, behavior offenses, type of special education setting, school mobility, and early retention) were examined as to their contribution to achievement over time for these two groups of students. Findings indicated that students with LD made significant progress over time in reading, and this progress was associated with receiving less full-time special education services. Similar findings, however, were not found for students with EBD. For both groups of students, early retention was associated with lower achievement over time.

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Section: Comparisons Withsupporting

confidence: 82%

A Comparison of the Academic Progress of Students with EBD and Students with LD

Anderson

Kutash

Duchnowski

2001

Journal of Emotional and Behavioral Disorders

127

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“…Madden and Slavin (1983), in an extensive review of research on mainstreaming, noted that positive effects of regular class placement on the achievement of academically handicapped students appeared to depend in large part on the use of individualized instruction in the regular class. Studies evaluating regular class placements with individualized instruction (e.g., Calhoun & Elliott, 1977;Leinhardt, 1980) consistently find strong positive effects of such programs on the achievement of academically handicapped students, in comparison with special class placement. In contrast, comparisons of regular and special class placements in which individualized instruction was not used (e.g., Goldstein, Moss, & Jordan, 1965) are less consistent in favoring the regular class.…”

Section: Discussionmentioning

confidence: 99%

Effects of team assisted individualization on the mathematics achievement of academically handicapped and nonhandicapped students.

Slavin¹,

Madden²,

Leavey³

1984

Journal of Educational Psychology

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This study evaluates the achievement effects of an individualized mathematics program designed to solve problems of management, direct instruction, and incentives common to earlier attempts at individualization of instruction. Team Assisted Individualization (TAI), a mathematics program that combines individualized instruction, cooperative learning teams, and direct instruction, was compared to control methods in a 24-week experiment involving. 1,371 students in 59 third-, fourth-, and fifth-grade classrooms. Standardized Mathematics Computations and Concepts and Application scales served as dependent variables and covariates. Random-effects nested analyses of covariance indicated statistically significant treatment effects favoring TAI for Mathematics Computations but not Concepts and Applications. However, individual-level analyses found significant treatment effects for both variables for the full sample and for a subsample of academically handicapped students. No Treatment X Handicap interactions were found.

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“…The focus was on examining the patterns of differences in mean weighted effect sizes among studies that differed in type of research design, mainstreaming approach, and other selected variables which seem to have some predictive validity in affecting mainstreaming outcomes. Such variables included, for example, the subject-matter areas in which mainstreaming instruction took place (Carroll, 1967;Wang & Birch, 1984), the type of exceptionality (Carlberg & Kavale, 1980), and the nature of the mainstreaming program (Calhoun & Elliott, 1977;Wang & Birch, 1984). It was reasoned that differences in post-test trends would be of interest to researchers and program developers concerned with the analysis and identification of program design and implementation features of effective mainstreaming.…”

Section: Effects Of Independent Variables On Mean Weighted Effect Sizesmentioning

confidence: 99%

Mainstreaming Programs: Design Features and Effects

Wang

Baker

1985

J Spec Educ

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The twofold goal of this study was to review and analyze the design features and efficacy of mainstreaming as an educational approach to serving disabled students. Based on a predetermined set of criteria, 11 empirical studies of the effects of mainstreaming published from 1975 through spring, 1984 were selected for analysis from a total pool of 264 studies. Meta-analysis was the technique used to perform a quantitative synthesis of findings from the studies.Among the notable findings was that mainstreamed disabled students consistently outperformed nonmainstreamed students with comparable special education classifications. In addition, selected design features found in the extant effective-teaching literature to be associated with programs designed to provide for student differences were also found to be features of mainstreaming programs that showed greater proportions of positive than of negative outcomes.The development and implementation of school learning environments that effectively meet the educational needs of disabled students has been a major topic of investigation since the advent of special education programs over a century ago. Most recently, enactment of the Education for All Handicapped Children Act of 1975 and, in particular, implementation of the law's &dquo;least restrictive environment&dquo; (LRE) mandate as a guiding principle for placing disabled students, have provided the impetus for a wave of intensified efforts to examine and compare the relative merits of serving disabled students in segregated or integrated educational settings.

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Self Concept and Academic Achievement of Educable Retarded and Emotionally Disturbed Pupils

Cited by 36 publications

References 0 publications

A Comparison of the Academic Progress of Students with EBD and Students with LD

A Comparison of the Academic Progress of Students with EBD and Students with LD

Effects of team assisted individualization on the mathematics achievement of academically handicapped and nonhandicapped students.

Mainstreaming Programs: Design Features and Effects

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