Effects of cooperative learning strategies on the academic self-concept of special education students
M.A. Special Education
Interdisciplinary and Inclusive Education
College of Education
Kuder, Sydney J.
Committee Member 1
Committee Member 2
Self-perception in children; Group work in education
Special Education and Teaching
This study examined the effects of the cooperative learning strategy referred to as "think-pair-share" on the academic self-concepts of students both in general education classrooms and inclusive education classrooms. This study included 55 third grade students, nine of them with exceptional learning needs. The study took place during a 65 minute reading block in three different classrooms; two being general education and one being inclusion, over a period of eight weeks. One of the general education classrooms was held as the control group.
In both the non-control group general education class and inclusion classroom, the think-pair-share technique was implemented to test the effect on students' academic self-concept. The success of the technique was measured through a survey of self-concept that was given both pre-study and post-study to all three classes of students.
The disabilities represented in this study included attention deficit disorder ADHD, autism, and specific learning disability. In addition, one student has a one-on-one aide for diabetes treatment, but is also classified autistic. These students have been placed in a co-teaching environment as the least restrictive environment for successful learning. One student with an IEP is mainstreamed and is in the control group. In addition, there are two students with 504 plans for ADHD and anxiety; one being in the control group and one being in the general education class.
Feldman, Leah Flora, "Effects of cooperative learning strategies on the academic self-concept of special education students" (2019). Theses and Dissertations. 2633.