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The effectiveness of graphic organizers and Baxendell's guiding principles for instructional practices with special needs students

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par Milien Yvon
The School of Education, The City College, The City University of New York - Master of Science in Education  2004
  

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The Effectiveness of Graphic Organizers and Baxendell's Guiding Principles for Instructional Practices with Special Needs Students.

By

Yvon Milien

Submitted in partial fulfillment of the requirement for the

Seminar in Educational Research

The School of Education, The City College

The City University of New York

Spring 2004

(c) Yvon Milien 2004

TABLE OF CONTENTS

ACKNOWLEDGMENTS................................................................................3

ABSTRACT................................................................................................4

CHAPTER I. INTRODUCTION AND STATEMENT OF THE PROBLEM

Background - Purpose and Rationale of the Study. ................................................7

CHAPTER II. REVIEW OF THE LITERATURE

Strategies for the Use of Graphic Organizers - Graphic Instruction and Free or Direct

Instruction - Content Areas in which Graphic Organizers are Used - Summary - Assumptions -

Research questions. ......................................................................................11

CHAPTER III. RESEARCH DESIGN AND METHODOLOGY

Rationale for Design of the Study - Definition of Study Population or Participants - Materials

and Measures - Procedures - Analysis of the Data .................................................14

CHAPTER IV. FINDING

Performance without Graphic Organizers - Demographic Characteristics - Performance with

Graphic Organizers............................................................... .......................59

CHAPTER V. CONCLUSION AND DISCUSSION

Discussion - Finding - Limitations- recommendation and Suggestions..........................64

REFERENCES..............................................................................................65

APPENDICES...............................................................................................68

Appendix A.................................................................................................69

Appendix B.................................................................................................70

Appendix C.................................................................................................83

ACKNOWLEDGMENTS

This thesis was prepared under the supervision of Dr. Betty Holmes-Anthony and Dr. James Gelbman. I wish to express my gratitude to all of them for their assistance and guidance in this action research study.

A special thanks is offered to the 12 students at P753K who participated in this project. I also would like to express my appreciation to the Assistant Principal, Mrs. Valerie Wahrman for the invaluable materials she shared with me.

Finally, a particular thanks is offered to the Principal, Mr. Ketler Louissant, for his encouragement.

ABSTRACT

This thesis examines the effectiveness of graphic organizers along with the guiding principles for instructional practices for emotionally disturbed students who also have learning disabilities. Using a scoring rubric which has one dimension: performance (including level of accuracy in focusing on relevant information, building connections, integrating new information, and level of independence in completing graphic organizers), this thesis explores the students' performance with graphic organizers along with the strategies: consistent, coherent, creative. Completed graphic organizers scores by twelve students at P753K and observations suggest that graphic organizers along with the guiding principles produced high performance for this group of students.

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