三年级班级中有特殊需要的学生对非特殊需要学生大规模学业成绩的影响

Q3 Social Sciences

Canadian Journal of Education Pub Date : 2007-01-01 DOI:10.2307/20466655

Henk Demeris, R. Childs, Anne Jordan

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引用次数: 70

摘要

本研究调查了1997 - 1998年三年级班级中有特殊需要(被指定为特殊或接受特殊教育服务)的学生数量与他们在安大略省省级评估中的阅读、写作和数学成绩与没有特殊需要的同龄人之间的关系。当由于班级规模和社会经济地位的差异而导致的差异被去除时，特殊需要学生的数量与班级平均成绩之间的相关性虽然轻微，但显著为正()。05 - 0.07)，这表明有特殊需要的学生的存在不会对其他学生的成绩产生不利影响。

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THE INFLUENCE OF STUDENTS WITH SPECIAL NEEDS INCLUDED IN GRADE‐3 CLASSROOMS ON THE LARGE‐SCALE ACHIEVEMENT SCORES OF STUDENTS WITHOUT SPECIAL NEEDS

This study investigates the relationship between the number of students with special needs (designated as exceptional or receiving special education services) in grade‐3 classrooms in 1997‐1998 and their achievement scores in reading, writing, and mathematics on Ontarioʹs provincial assessment with their peers without special needs. When the variance due to differences in class size and socio‐economic status was removed, the correlations between the number of students with special needs and the average class achievement scores were slightly, but significantly, positive (.05 to .07), suggesting that the presence of students with special needs does not adversely affect achievement of other students.

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来源期刊

Canadian Journal of Education Social Sciences-Education

CiteScore

0.80

自引率

0.00%

发文量

审稿时长

24 weeks

期刊介绍： The Canadian Journal of Education (CJE) is a national peer-reviewed journal sponsored by the membership of the Canadian Society for the Study of Education. The CJE prioritizes research and scholarly writing that is of relevance to the Canadian education community. The journal is read by scholars worldwide, and aims to represent the valuable contributions that Canadian scholars in education continue to make to the field. The Journal accepts and publishes both French and English articles and book reviews. CJE on occasion also publishes international papers that shed light on shared issues and that include Canadian authors as references.