Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Special Education and Teaching

Theses/Dissertations

Mormon Church

Publication Year

Articles 1 - 2 of 2

Full-Text Articles in Education

Instructing Teachers Of Children With Disabilities Within The Church Of Jesus Christ Of Latter-Day Saints, Katie E. Sampson Aug 2004

Instructing Teachers Of Children With Disabilities Within The Church Of Jesus Christ Of Latter-Day Saints, Katie E. Sampson

Theses and Dissertations

This study investigates benefits of in-service training on LDS primary teachers' ability to state an objective, obtain and keep attention, use wait time, incorporate active participation, teach to the multiple intelligences, and employ positive behavior management techniques. Two groups of 30 viewed either a video-tape or read a handout. Pre and post surveys were used to determine mean gain.
Using an ANCOVA, comparisons were made of overall mean gain for each group. Results showed participants made a gain of approximately 1/2 point per question on a 4-point scale on the video and the handout (video gain = .6032 p<.01; handout gain = .6264 p<.01). The results of this study support the hypothesis that teachers receiving one in-service will increase their perception of their ability to teach students with special needs.


A Validation Study Of An Instructional Design Which Attempts To Teach The Concept Of Faith To Seventeen Mentally Retarded (I.Q.'S 50-75) Seminary Students Of The South Salt Lake Seminary District During The Spring Of 1970, Roger Hendrix Jan 1971

A Validation Study Of An Instructional Design Which Attempts To Teach The Concept Of Faith To Seventeen Mentally Retarded (I.Q.'S 50-75) Seminary Students Of The South Salt Lake Seminary District During The Spring Of 1970, Roger Hendrix

Theses and Dissertations

Recognizing a need to develop religious instructional material for mentally retarded seminary students of the L.D.S. Church, this study was designed to validate an instructional model set up to teach the concept of faith.

Thirty-four mentally retarded seminary students were randomly assigned to six control groups and six experimental groups. Each group was given a sixteen question pre-test. Then, the next day each experimental group was given instructional treatment and the post-test, while the control groups only received the post-test. The Study was geared for a two hour period of time. Results obtained from the analysis of covariance showed a …