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Mnemonic strategy instruction in sec...

Fontana, Judith Lynne.

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Mnemonic strategy instruction in secondary social studies inclusion classes.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Mnemonic strategy instruction in secondary social studies inclusion classes./
作者:	Fontana, Judith Lynne.
面頁冊數:	284 p.
附註:	Chair: Margo A. Mastropieri.
Contained By:	Dissertation Abstracts International64-02A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3083139

Mnemonic strategy instruction in secondary social studies inclusion classes.
Fontana, Judith Lynne.

Mnemonic strategy instruction in secondary social studies inclusion classes. - 284 p.

Chair: Margo A. Mastropieri.

Thesis (Ph.D.)--George Mason University, 2003.

Issues of student performance in social studies, state mandated tests and the inclusion movement have converged to highlight the need for research in secondary social studies inclusion classes. Fifty-nine students enrolled in four inclusive world history classes in a suburban high school participated in a within subjects research design to compare effects of mnemonic strategies and direct instruction on academic performance.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Mnemonic strategy instruction in secondary social studies inclusion classes.
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245 1 0 $a Mnemonic strategy instruction in secondary social studies inclusion classes.
300 $a 284 p.
500 $a Chair: Margo A. Mastropieri.
500 $a Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0383.
502 $a Thesis (Ph.D.)--George Mason University, 2003.
520 $a Issues of student performance in social studies, state mandated tests and the inclusion movement have converged to highlight the need for research in secondary social studies inclusion classes. Fifty-nine students enrolled in four inclusive world history classes in a suburban high school participated in a within subjects research design to compare effects of mnemonic strategies and direct instruction on academic performance.
520 $a Regularly assigned high school teachers delivered instruction during history class periods. Keywords with interactive illustrations were alternated with direct instruction of definitions to teach two units to 10<super>th</super> and 11<super>th</super> grade students. Academic outcomes were measured with unit tests and a delayed cumulative posttest. Students were given strategy use and satisfaction surveys. Time sampling was used to measure student time on task by condition. Teacher attitudes and satisfaction were also surveyed.
520 $a A two condition (mnemonic vs. direct instruction) by three student category (general education vs. special education vs. students whose first language was not English) analysis of variance with repeated measures on the condition variable yielded significant main effects for condition and category and a significant condition by category interaction on the delayed cumulative posttests. Main effects for condition revealed that the mnemonic condition statistically outperformed the direct instruction condition. Post hoc analyses on the category main effect revealed that students whose first language was not English (ESL) students were statistically different from the special and general education samples who did not differ from each other. Simple effects tests revealed that ESL students benefited differentially from the mnemonic condition. Finally, analyses by delayed recall interval revealed that mnemonic instruction yielded statistically stronger recall over direct instruction on 12-day delayed recall measures.
520 $a Students reported more strategy use in the mnemonic condition and a significant correlation between strategy use and performance for unit one and approaching significance for unit two. Percent of time on task was significantly greater during mnemonic instruction. Survey responses indicate that the majority of students preferred, would like to continue with, and felt they learned more with mnemonic strategies. Teacher attitudes varied, but generally favored mnemonic instruction. Findings are discussed with respect to implications for practice.
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