Students with emotional and behavioral disorders (E/BD) experience deficits in social, behavioral, and academic areas. Of great importance in the academic area is reading achievement. Students with E/BD who struggle with reading tend to have negative in-school and post-school outcomes. Due to the severity of potential outcomes, it is essential to…

The overall purpose of this study was to examine the effects of a "growth mindset" intervention on the beliefs about intelligence, effort beliefs, achievement goals, and academic self-efficacy of learning disabled (LD) students with reading difficulties. The treatment group consisted of 12 high school LD students with reading difficulties. This…

Comparison of attitudes of 47 deaf and normal hearing high school students taught in either self-contained or mainstreamed classrooms found that deaf students in self-contained classrooms expressed significantly more negativism than did students from other educational milieus. (DB)

Self-contained classrooms for emotionally distrubed children provide an ideal setting for teachers to deal with students' behaviors, feelings and attitudes as these factors relate to their membership in a unique group. This paper gives ideas which teachers may find helpful in dealing with pupils' feelings about themselves and others through the…

Results of a questionnaire survey of 1137 fourth, fifth and sixth grade students comparing the attitudes of students in team teaching and those in self-contained classes. Questions measure attitudes of students' social-self, interest in school, school achievement, teachers, and responsibility. (Author/AJ)

What's the best way to find out what really works--and doesn't work--in education for students with disabilities? Listen to the experts: the students themselves. In this one-of-a-kind book, students with a wide range of disabilities give readers a rare inside look at their past and present school experiences, both in self-contained classrooms and…

Examined how children's books and textbooks affected fifth graders' knowledge acquisition and attitudes toward social studies and their textbooks. Students received instruction with either a children's book, a textbook, or both. Pretesting and posttesting indicated that students using children's books learned more, possibly because children's…

Students in a self-contained gifted and talented fifth grade evaluated three major learning activities of the Full Option Science System (FOSS). Students rated the activities very positively and felt the activities had given them greater confidence to work in groups, to be creative, and to strive to accomplish hard tasks as well as developing…

The major focus of interest in the present research is the question of congruence between parental and school attitudes toward issues of authority and freedom. It was hypothesized that the child's adjustment to his/her particular type of classroom (either open or traditional) would be affected by whether he/she came from a family which shared…

In November, 1971, the 106 Years 4 and 5 pupils of Area C at MacCorkindale School were assigned to two groups--2/3 stayed in the open area and the remainder were moved into a self-contained room within the Area where they could have more structure and direction. This study includes a comparison of Area C pupils with a control group and an…

The Elementary Secondary Education Act of 1965 Title I Transition Classes were designed to establish a more stable yet flexible learning environment specifically adapted to the adjustment needs of selected disadvantaged pupils in the initial year of junior high school. Unique dimensions of the project included sefl-contained classes, teacher-team…

Students perceive low achievers as the recipients of more frequent negative feedback and teacher direction and of more work and rule orientation than high achievers. High achievers are seen as receiving higher expectations and more opportunity and choice than low achievers. (PN)

Reviews investigations conducted to determine students' attitudes toward (1) graded v nongraded schools; (2) open v self-contained classrooms; (3) program organization and arrangement; and (4) the structure and design of curriculum and instruction. (Author/SJL)

A survey of 140 deaf and hard of hearing students attending integrated or self-contained high school classes in New South Wales, Australia, found that, although students were aware of the advantages and disadvantages of various placements, 80 percent were generally satisfied with their current placement. Results support provision of a range of…