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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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CHAPTER III

METHODS and PROCEDURES

This study was concerned about the effectiveness of graphic organizers and the administration guiding principles for making them effective. Two subjects areas was selected for this study: Mathematics and Earth Science. The textbooks used in the investigation were Pre-Algebra (Globe Fearon, 2001) and Earth Science Workshop 1 (Seymour Rosen, 1988). This chapter discusses the (a) design of the study; (b) definition of study population or participants; (c) materials and measures; (d) procedures; and (e) analysis of the data.

Action research strategy was selected to have a greater detail and likelihood of the participants' performance in using graphic organizers. Because of the small number investigated and because the study dealt only with students who are emotionally disturbed with learning disabilities, the researcher is aware of the fact of being less able to make effective generalizations to a larger population of cases. In other words, the results cannot be generalized from the sample of this study to the general population.

Definition of Study Population/Sampling Design

Participants in the study were twelve students with multiple disabilities at P753K. They are classified as emotionally disturbed and learning disabilities students. Their behavioral disorders are primarily externalizing. For instance, they may hit other children, curst at a teacher, be hyperactive, and steal during lesson (Smith and Luckasson, 1992, p. 307). Consequently, they are unable to do well in school. Learning disability means they exhibit a disorder in understanding that manifests itself in imperfect ability to think, or do mathematical calculations (Federal Register/No. 48, Volume 64/Sections 300.7(10) (c) (i and ii)/1999). They are ninth grade-level students, but their reading and mathematics skills are below fourth grade-level. Categories represented students with African American and Hispanic background. The age grouping of the male and female students varied from 16 to 19 years of age. The sample was drawn purposefully. This study used a non-randomized selection of participants. Participants had met the following criteria: (a) be a student at P753K, (b) be a student with special needs, (c) and be in one of the investigator' classrooms.

The class is for Specialized Instructional Environment VII (SIE VII) students. In other words, the class was composed of students with similar educational needs. The class-staffing ratio was 12 : 1 : 1, meaning that twelve students and one full-time special education teacher and one full-time paraprofessional. The staffing ratio was 12 : 1: 1 because students' academic and/or behavioral management needs often interfere with the instructional process. Therefore, one additional adult support or a paraprofessional was needed to engage students in learning.

Materials and Measures

The methodology for the study involved collection of data through a variety of ways such as completed graphic organizers scores, observations, checklist and rubric. The investigator designed graphic organizers such as sequence chart, polygon charts, map charts, and descriptive pattern diagram. A sample of each graphic organizer is included in the Appendix C. Reading passages and mathematics exercises in textbooks were selected for this study. The length of reading passages per session was selected within a developmental lesson of a given text not varying by more than 300 words. The numbers of exercises per Mathematics session were selected within a developmental lesson not varying by more than 25 exercises.

After the teacher presentation/demonstration of the use of graphic organizers in guided instruction, participants were required to complete the students' versions of the graphic organizers with teacher/paraprofessional directions that explain how to complete the graphic organizers. A rubric and checklist were used as measuring devices. I used a scoring rubric to measure performance (see Appendix A). The scoring rubric included categories such as, «students pay attention to relevant information,» «organize,» that is, build connections among the ideas of the text, «connect information with what they already know,» and «independence». In addition to the rubric, I used a Graphic Organizers' Workshop Checklist to measure accuracy (see Appendix B).

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