東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

The Efficacy of Graphic Organizers in an Inner City High School Self-Contained Chemistry Classroom for Students with Disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Efficacy of Graphic Organizers in an Inner City High School Self-Contained Chemistry Classroom for Students with Disabilities./
Author:	Cofer, Katherine.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	56 p.
Notes:	Source: Masters Abstracts International, Volume: 82-11.
Contained By:	Masters Abstracts International82-11.
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28496661
ISBN:	9798738633706

The Efficacy of Graphic Organizers in an Inner City High School Self-Contained Chemistry Classroom for Students with Disabilities.
Cofer, Katherine.

The Efficacy of Graphic Organizers in an Inner City High School Self-Contained Chemistry Classroom for Students with Disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 56 p.

Source: Masters Abstracts International, Volume: 82-11.

Thesis (M.Ed.)--The William Paterson University of New Jersey, 2021.

This item must not be sold to any third party vendors.

Inner city high school students with disabilities faced barriers that limited their ability to organize and apply their content knowledge on aligned chemistry performance assessments. This study investigated the efficacy of implementing graphic organizers as an intervention for students with disabilities in an inner city high school self-contained chemistry classroom setting. Structured pre-surveys and post-surveys were conducted with 13 participants. Chemistry performance assessment data were collected for four baseline weeks and then four more subsequent weeks with the implementation of graphic organizers without any additional interventions. The results showed mixed results with a general increase in performance assessment scores for 61.5% of participants with the intervention of graphic organizers. The researcher concluded that participants in an inner city high school self-contained chemistry classroom for students with disabilities could acquire increased chemistry performance assessment scores through the utilization of graphic organizers if they were already motivated and focused to study.

ISBN: 9798738633706Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Chemistry

The Efficacy of Graphic Organizers in an Inner City High School Self-Contained Chemistry Classroom for Students with Disabilities.
LDR:02483nmm a2200445 4500 001 2346418
005 20230315102204.5
006 m o d
007 cr#unu||||||||
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798738633706
035 $a (MiAaPQ)AAI28496661
035 $a AAI28496661
040 $a MiAaPQ $c MiAaPQ
100 1 $a Cofer, Katherine. $3 3685506
245 1 4 $a The Efficacy of Graphic Organizers in an Inner City High School Self-Contained Chemistry Classroom for Students with Disabilities.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 56 p.
500 $a Source: Masters Abstracts International, Volume: 82-11.
500 $a Advisor: Urgolo-Huckvale, Manina.
502 $a Thesis (M.Ed.)--The William Paterson University of New Jersey, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Inner city high school students with disabilities faced barriers that limited their ability to organize and apply their content knowledge on aligned chemistry performance assessments. This study investigated the efficacy of implementing graphic organizers as an intervention for students with disabilities in an inner city high school self-contained chemistry classroom setting. Structured pre-surveys and post-surveys were conducted with 13 participants. Chemistry performance assessment data were collected for four baseline weeks and then four more subsequent weeks with the implementation of graphic organizers without any additional interventions. The results showed mixed results with a general increase in performance assessment scores for 61.5% of participants with the intervention of graphic organizers. The researcher concluded that participants in an inner city high school self-contained chemistry classroom for students with disabilities could acquire increased chemistry performance assessment scores through the utilization of graphic organizers if they were already motivated and focused to study.
590 $a School code: 0610.
650 4 $a Educational technology. $3 517670
650 4 $a Chemistry. $3 516420
650 4 $a Secondary education. $3 2122779
650 4 $a Special education. $3 516693
650 4 $a Science education. $3 521340
650 4 $a Disability studies. $3 543687
653 $a Chemistry
653 $a Graphic organizer
653 $a Pedagogical tool
653 $a Performance assessments
653 $a Science
653 $a Special education
690 $a 0710
690 $a 0485
690 $a 0533
690 $a 0201
690 $a 0529
690 $a 0714
710 2 $a The William Paterson University of New Jersey. $b Special Education. $3 3685507
773 0 $t Masters Abstracts International $g 82-11.
790 $a 0610
791 $a M.Ed.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28496661