Effective Teaching Strategies

In this regard, Stringer (1999) defines action look as a three step spiral act of (1) planning which involves reconnaissance; (2) taking actions; and (3) fact-finding about the results of the action. The impact alternates between action and critical reflection and which, in variant stages, continuously refines its methods. While action research is most often whiles applied to qualitative studies, it is possible to utilize it within a quantitative design such as result be done in the proposed research.

Because this pack is only quasi-experimental in constitution identifying variables as "dependent" or "independent" is not assume (see: Best & Kahn, 2002) due to the lack of controls inherent to the time-series design. However, it can be noted that the primary variables of this study are: (1) teaching strategies operationalized as the specific strategies used in Greenspan's (1998) Floor Time incumbrance for ill children; (2) truculent behavior operationalized as children's scores on the Aggressive mien Checklist (Shapiro, 2000); and (3) teacher feedback operationalized in terms of a researcher-designed instrument which collects teacher's ratings of each teaching strategy used in Greenspan's Floor Time intervention.

thither get out be a total of 15 subjects in the s

Best, J. W. & Kahn, J. V. (2002). Research in education. (9th ed.) Boston: Allyn & Bacon.

Subjects in the study will be drawn from a local clinic serving autistic children which offers them educational programs as part of their general services. All entropy will be analyzed using both(prenominal) descriptive and inferential statistics. Once data are analyzed, they will be used to answer the initial research question of the study which was, "What teaching strategies will be effective in change me to minimize non-verbal, autistic students' exhibition of aggressiveness?"

The measure of aggression in the proposed research will be Shapiro's (2000) Aggressive Behavior Checklist which can be used by teachers to assess a wide range of both verbal and non-verbal aggressive behaviors. There is a specific form just for teachers to rate students.

fit in to Shapiro (2000), the instrument can be used to provide a multidimensional picture of the aggressive behavior of students between 11 and 13 years of age, and can be applied to both regular and special education children. The instrument contains norms and utilizes Likert type marking for a total of 17 aggressive behaviors. Shapiro reports moderate to true reliability data with test-rest values averaging 0.69 and internal consistency coefficients at .91. Criterion validity was tested and found to be acceptable.

Stringer, E. T. (1999). follow out research. Thousand Oaks, CA: SAGE Publications.

In this particular design, a baseline measure of sample subjects' aggressive behavior will be gathered prior to implementation of the floor time teaching strategies. The teaching strategies will therefore be implemented. cardinal weeks later, an assessment of children's aggressive behavior will again be taken. At this time, teachers will be asked to provide feedback as to which instructional strategies appeared to be most effective in reducing aggressive behavior. Another two weeks of floor time will then be given to children after which they will agai
Order your essay at Orderessay and get a 100% original and high-quality custom paper within the required time frame.