Publication Date
| In 2025 | 6 |
| Since 2024 | 29 |
| Since 2021 (last 5 years) | 112 |
| Since 2016 (last 10 years) | 241 |
| Since 2006 (last 20 years) | 399 |
Descriptor
| Self Contained Classrooms | 594 |
| Special Education | 149 |
| Teaching Methods | 125 |
| Special Education Teachers | 109 |
| Elementary School Students | 104 |
| Teacher Attitudes | 101 |
| Students with Disabilities | 92 |
| Emotional Disturbances | 86 |
| Behavior Disorders | 80 |
| Academic Achievement | 76 |
| Inclusion | 74 |
| More ▼ | |
Source
Author
Publication Type
Education Level
Location
| California | 7 |
| Taiwan | 7 |
| Texas | 7 |
| Virginia | 7 |
| Canada | 6 |
| Florida | 6 |
| Missouri | 6 |
| New York | 6 |
| Georgia | 5 |
| Illinois | 5 |
| Pennsylvania | 5 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 1 |
| Meets WWC Standards with or without Reservations | 1 |
| Does not meet standards | 2 |
Direct linkGrskovic, Janice A.; Hall, Arlene M.; Montgomery, Donna J.; Vargas, Andres U.; Zentall, Sydney S.; Belfiore, Phillip J. – Journal of Behavioral Education, 2004
This study assessed the impact of a class-wide time-out/re-directing strategy on (a) the frequency of teacher-assigned time-outs and (b) the time students spent in disciplinary sanctions. Twelve students with emotional/behavioral disorders, enrolled in a self-contained elementary classroom were taught an alternative time-out strategy (Active…
Descriptors: Timeout, Sanctions, Behavior Disorders, Emotional Disturbances
Download full textCallahan, Carolyn M. – Journal for the Education of the Gifted, 2003
Grappling with the issues of equity and excellence has become evermore complex, solutions seem more and more remote as the divides between socioeconomic groups become greater and greater, and the ethnic diversity of the student population continues to present ever-increasing stress on the educational system. Robinson's concerns that redress to…
Descriptors: Academically Gifted, Self Contained Classrooms, Academic Achievement, Educational Discrimination
Stichter, Janine P.; Hudson, Shawna; Sasso, Gary M. – Behavioral Disorders, 2005
This study investigated the use of practitioner-implemented structural analyses to determine setting events affecting the disruptive behavior of two male students with EBD in a self-contained classroom. Descriptive measures (PBQ, SEII, and direct observation) and analogue probes were employed and contrasted. An ABA reversal design was used to…
Descriptors: Validity, Self Contained Classrooms, Behavior Disorders, Males
Schoger, Kimberly D. – TEACHING Exceptional Children Plus, 2006
The social and academic benefits of inclusion for students with disabilities have been well researched and well documented. Unfortunately, inclusion opportunities are limited by lack of qualified staff, logistics, scheduling and other difficulties encountered when attempting to meet students' unique needs in the general education setting. As a…
Descriptors: Disabilities, Interpersonal Relationship, Interaction, Special Education Teachers
Tsiouri, Ioanna; Greer, R. D. – Journal of Early and Intensive Behavior Intervention, 2007
The study investigated the role of social reinforcement, when teaching two preschoolers with no functional vocal verbal behavior first instances of echoic responses, using rapid motor imitation responding. The dependent variables for the experiment were: (1) echoic tacts (echoics presented under the controlling variables of tacts) and (2)…
Descriptors: Verbal Stimuli, Delayed Speech, Imitation, Interpersonal Relationship
Enell, Nancy C. – 1982
Evaluation of the 1-year program for approximately 25 seriously emotionally disturbed older adolescents involved a review of the program design (objectives and organization), the planning process, interviews with staff, and analysis of data about student progress. Interviews were conducted with 11 staff members to elicit information on such topics…
Descriptors: Emotional Disturbances, Evaluation Methods, Interviews, Mainstreaming
LAMBERT, PHILIP; AND OTHERS – 1965
THE EFFECTS OF TEAM TEACHING AND SELF-CONTAINED CLASSES ON PUPIL ADJUSTMENT WERE COMPARED. THE STUDY WAS CONDUCTED OVER A PERIOD OF 2 SCHOOL YEARS, THE SAMPLE WAS COMPOSED OF ELEMENTARY PUPILS FROM TWO SCHOOLS IN AN ECONOMICALLY DEPRESSED AREA. PUPILS WERE RANDOMLY ASSIGNED AT ONE SCHOOL TO EITHER A TEAM ORGANIZATION OR A SELF-CONTAINED CLASSROOM.…
Descriptors: Adjustment (to Environment), Comparative Analysis, Economically Disadvantaged, Elementary School Students
Bredo, Eric – 1975
This study looks at the ways team teaching members work together, at their interdependencies, divisions of labor, and modes of coordination. It is a microorganizational study of teaching teams that looks both at factors which predict or explain how a team is organized and at the implications of these patterns of organization for (a) collegial…
Descriptors: Flexible Schedules, Interpersonal Relationship, Open Plan Schools, Peer Relationship
Jovick, Thomas; Milich, Robyn – 1976
Several years ago a group of researchers at the Stanford Research and Development Center conducted an investigation exploring team organization in elementary schools and its consequences for individual autonomy, collective control of the work setting, and job satisfaction. The findings of that study, known as the Meyer and Cohen study, were…
Descriptors: Elementary Schools, Leaders, Multiunit Schools, Open Plan Schools
Simmons, Marilyn – 1970
As interest in learning centers grows, such questions as "What is a learning center?" and "How does one get started?" are frequently asked. Essentially a learning center consists of designated areas within the classroom where children may go to do a specific activity related to concept development or skill reinforcement. Learning centers are based…
Descriptors: Evaluation Methods, Independent Study, Instructional Materials, Learning Activities
Keith, Pat – 1970
This study investigated the relationship between role strain and several personal and organizational variables for teachers in self-contained classrooms and team teaching settings. Role strain was identified by the Job Related Tension Index; personal variables were identified by the Teacher Conception of the Educative Process Questionnaire; and…
Descriptors: Elementary School Teachers, Leaders, Role Conflict, Role Perception
Peer reviewedMcGrough, Kris – Social Education, 1979
Discusses arguements for, but basically against, both open space classrooms and open education. Reviews studies which reveal that students in a traditional setting and program demonstrate higher basic and creative skills and reveal less anxiety than do those in a nontraditional setting. (KC)
Descriptors: Academic Achievement, Educational Problems, Elementary Secondary Education, Nontraditional Education
Walker, Hill M. – Exceptional Education Quarterly, 1983
The response cost (RC) procedure has been applied in regular classrooms and playgrounds, self-contained and resource rooms, and residential settings with normal children and elementary-age, behavior-disordered children. RC involves the removal of previously awarded or earned reinforcers for the purpose of reducing deviant, maladaptive, or…
Descriptors: Aggression, Behavior Modification, Behavior Problems, Classroom Techniques
Peer reviewedSpencer, Christopher; Taylor, Karen – Scottish Educational Review, 1980
The effects of open-plan and conventional classrooms upon patterns of friendship and levels of creativity, extraversion and neuroticism were studied in samples of 11-year-old middle-school children, matched for socioeconomic background in two schools with the different layouts but similar philosophies and teaching styles. (Author)
Descriptors: Comparative Analysis, Creativity, Elementary School Students, Friendship
Peer reviewedJolivette, Kristine; Wehby, Joseph H.; Canale, Jennifer; Massey, N. Gayle – Behavioral Disorders, 2001
A study involving three elementary students with emotional/behavioral disorders in a self-contained special education classroom compared the effects of choice and no choice conditions on academic and social behaviors. Opportunities to make choices during academic situations positively affected the academic and social behaviors of two of the three…
Descriptors: Academic Achievement, Behavior Disorders, Behavior Modification, Decision Making
