Masters Theses

Date of Award

4-30-2016

Document Type

Thesis

Degree Name

Curriculum and Instruction (MAE)

Department

Education

Advisor

Kristin Reninger, Ph.D.

First Committee Member

Kristin Bourdage

Second Committee Member

Grace McDaniel

Third Committee Member

Daniel Cho

Keywords

Self-monitoring, Self-regulation, Metacognition, Special Education, On-task behavior

Subject Categories

Curriculum and Instruction | Educational Assessment, Evaluation, and Research | Educational Methods | Higher Education | Special Education and Teaching

Abstract

The purpose of this capstone project was to determine if assignment attack strategy skills learned in the resource room setting of a middle school would transfer into the general education classroom, and if on-task behavior would increase in the general education setting as a result of the resource room instruction. The project was framed with mixed method, multiple-case study design of self-regulation across multiple settings in a middle school. The elements of the assignment attack strategy skills for my study were committing to an assignment, preparing materials, proceeding, and sustaining attention. For the study, data collection included general education teacher surveys and observations in the science classroom for on-task behavior. The study used means and frequency counts of on-task behavior, to summarize and describe the data collected in the resource room and in the science classroom. In general, through learning how to selfmonitor and self-regulate, the three students in the study improved their on-task behavior in the science classroom. Based on the results of this study, it seems special education teachers can teach assignment attack strategies and teach students how to self-monitor and self-regulate in the resource room in order to increase on-task behavior in other content classrooms. This is important because learning the strategies does not take up valuable content time in which content specific curriculum needs to be taught.

 
 

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