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Steffie Van Der Steen; Ivonne Douma; Ilse Snippe – European Journal of Special Needs Education, 2024
In this study, we randomly assigned struggling readers in special needs education (n = 23; 8-12 years of age) to a dog-assisted reading intervention or a similar intervention without a dog present. Students participated in 30-minute reading sessions twice a week for a total of six weeks. Using two standardised tests we measured reading skills…
Descriptors: Reading Skills, Special Needs Students, Special Education, Animals
Brokamp, Saskia K.; Houtveen, Antonia A. M.; van de Grift, Willem J. C. M. – Journal of Educational Research, 2019
The relationship among students' reading performance, their behavior (task-focused behavior, emotional stability, and compliant behavior) in the classroom, and the teacher's skills was investigated in 66 third-grade classrooms. Results from this study showed the students' reading performance and their behavior in the classroom are all…
Descriptors: Student Behavior, Time on Task, Emotional Response, Compliance (Psychology)
Bruggink, M.; Goei, S. L.; Koot, H. M. – Educational Research, 2013
Background: Traditionally, special educational needs (SEN) were often defined in terms of child deficits. Recently, there has been a tendency to define SEN in terms of (additional) support needed in the classroom. However, little is known about how teachers define students with special educational needs. To close this gap, characteristics of…
Descriptors: Special Education, Disabilities, Mainstreaming, Elementary School Students
Didden, Robert; de Moor, Jan M. H.; Korzilius, Hubert – Research in Developmental Disabilities: A Multidisciplinary Journal, 2009
Children with epilepsy are at risk for problems in daytime functioning. We assessed daytime sleepiness, on-task behavior and attention in 17 children (aged between 7 and 11 years) with epilepsy who visited a school for special education and compared these to 17 children from a control group who visited a regular school. Within the group of…
Descriptors: Control Groups, Epilepsy, Sleep, Educational Practices

Veenman, Simon; Kenter, Brenda; Post, Kiki – Educational Studies, 2000
Examines teachers' use of and students' reactions to cooperative learning, and the quality of the group cooperation from a sample of Dutch primary schools. Reports that students' social skills, on-task behavior, and self-esteem improved, while students reported a positive attitude toward cooperative learning. Includes references. (CMK)
Descriptors: Cooperative Learning, Educational Research, Elementary Education, Foreign Countries

Beem, A. L.; Brugman, D. – Studies in Educational Evaluation, 1985
Lessons in values development were observed in classes of Dutch students, aged 10-15. A 22-item observation instrument was used to record the amount of classroom time spent on a particular category. Factors which affected students' behavior included nondirective versus directive teaching behavior and certain questioning techniques. (GDC)
Descriptors: Affective Behavior, Classroom Observation Techniques, Elementary Secondary Education, Factor Structure
Ros, Anje – 1993
Findings of a study that examined the effects of teacher behavior and organizational factors on student behavior in peer work groups are presented in this paper. Methodology included observation of one classroom from each of 10 Dutch elementary schools that frequently used forms of peer work groups and teacher interviews. Findings indicate that…
Descriptors: Classroom Environment, Cooperative Learning, Elementary Education, Elementary School Students
Ros, Anje – 1993
This paper presents findings of a study that examined the influence of organizational and instructional factors on the efficacy of cooperative learning in Dutch classrooms, as measured by student achievement. To answer the question "What is the degree to which primary schools in the Netherlands use cooperative learning," a questionnaire…
Descriptors: Classroom Environment, Cooperative Learning, Elementary Education, Elementary School Students

Veenman, Simon; And Others – Educational Studies, 1985
Results showed hardly any differences in time-on-task behavior between third and fourth grade pupils in mixed age single age mathematics and language arts classes in the Netherlands. Students in mixed age classes spent more time working individually. The ability level of the students had little impact on time-on-task behavior. (Author/RM)
Descriptors: Age Differences, Comparative Education, Educational Research, Grade 3