Preventing school failure, 2005-01, Vol.49 (2), p.55-62
2005
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Details
- Autor(en) / Beteiligte
- Titel
- Preparing Adolescents With High-Incidence Disabilities for High-Stakes Testing With Strategy Instruction
- Ist Teil von
- Preventing school failure, 2005-01, Vol.49 (2), p.55-62
- Ort / Verlag
- Washington: Taylor & Francis Group
- Erscheinungsjahr
- 2005
- Quelle
- ERIC
- Beschreibungen/Notizen
- Recent policy initiatives promoting high-stakes testing for graduation present a significant challenge to practitioners charged with educating students with high-incidence disabilities. The purpose of this study was to examine the effects of test-taking strategy instruction on the test performance of secondary students with high-incidence disabilities. Students demonstrated small but significant increases in test performance and decreases in ratings of test anxiety following intervention. Recommended strategies are presented to practitioners for preparing high school students with disabilities for high-stakes assessment tests.
- Sprache
- Englisch
- Identifikatoren
- ISSN: 1045-988XeISSN: 1940-4387DOI: 10.1080/1045988X.2005.10823218Titel-ID: cdi_crossref_primary_10_1080_1045988X_2005_10823218
- Format
- –
- Schlagworte
- Academic Achievement, Achievement tests, Adolescents, African American Students, Behavior Problems, Control Groups, Educational Change, Educational Strategies, high school, High School Students, High Stakes Tests, high-incidence disabilities, high-stakes testing, Individualized Education Programs, Individualized Instruction, Learning Disabilities, Low Achievement, Males, Secondary school students, Special Education, Statistical Analysis, strategy instruction, Students with Disabilities, Study Skills, Teaching methods, Test Anxiety, Test Wiseness, transition, Urban Schools