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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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Table 16

Performance with graphic organizers - Case 2/Science

 

03/15/04

03/16/04

03/17/04

03/18/04

03/19/04

03/22/04

03/23/04

03/24/04

03/29/04

03/30/04

 

%

Rat*

%

Rat

%

Rat

%

Rat

%

Rat

%

Rat

%

Rat

%

Rat

%

Rat

%

Rat

Level of Accuracy in relevant Information

95

4

---

---

95

4

---

---

95

4

---

---

95

4

---

---

---

---

---

---

Level of Accuracy in building Connections

95

4

---

---

95

4

---

---

95

4

---

---

95

4

---

---

---

---

---

---

Level of Accuracy in integrating new Information

95

4

---

---

95

4

---

---

95

4

---

---

95

4

---

---

---

---

---

---

Level of Independence

90

4

---

---

90

4

---

---

90

4

---

---

90

4

---

---

---

---

---

---

*Rat = Rating

Performance with Graphic Organizers - Case 3/Science

The performance with graphic organizers by case 3, as shown by Table 17, was high for Science. Case 3 averages between 95-98 % correct responses with graphic organizers, 90-95 % correct in building connections among ideas, 95 % correct in integrating new information, and 90% independence. Case 3 averages 90 % independence because after the initial directions were provided, the student seldom requires cues or prompts to demonstrate skills in completing 4 activities. Note that case 3 were absent for six days as shown by Table 17. Note that Science class is scheduled for last period after Gym class; therefore, most of the time students did not attend class.

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"L'imagination est plus importante que le savoir"   Albert Einstein