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A Study Of The Effects Of Attribution Retraining And Cognitive Self-Instruction Upon The Academic And Attentional Skills, And Cognitive-Behavioral Trends Of Elementary-Age Children Served In Self-Contained Learning Disabilities Programs, Arthur Vance Morgan Iv
Dissertations, Theses, and Masters Projects
The purpose of this study was to investigate the integration of an attribution retraining program and a cognitive self-instruction procedure as a means of improving the academic performance and component attentional skills and modifying the cognitive-behavioral beliefs and behaviors of elementary-age children served in self-contained learning disabilities (SCLD) programs.;Subjects were 77 children, 10-13 years of age, served in public school SCLD programs. A primary group (n = 27) received attributional retraining and cognitive self-instruction, a secondary group (n = 25) cognitive self-instruction alone, and a control group (n = 25) traditional instruction. Intervention in the treatment conditions was presented over …
A National Study Of Professional Standards In Special Education Teacher Preparation Programs Using The Standards Adopted By The National Council For Accreditation Of Teacher Education And The Council For Exceptional Children, Dawn Colleen Johnson Waegerle
A National Study Of Professional Standards In Special Education Teacher Preparation Programs Using The Standards Adopted By The National Council For Accreditation Of Teacher Education And The Council For Exceptional Children, Dawn Colleen Johnson Waegerle
Dissertations, Theses, and Masters Projects
Teacher preparation programs in special education are responding to demands for quality. Sources inside and outside the field of education have called for change. In 1986, the National Council for Accreditation of Teacher Education (NCATE) accreditation redesign was implemented. The Council For Exceptional Children (CEC) adopted Standards for the Preparation of Special Education Personnel in 1983 and these standards for special education programs have become a part of the NCATE redesign. This study proposes to answer the question of whether these professional standards and the NCATE redesign have had a direct impact on masters level special education teacher preparation program …