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The Effectiveness of Graphic Organizers and Baxendell's
Guiding Principles for Instructional Practices with Special
Needs Students.
By
Yvon Milien
Submitted in partial fulfillment of the requirement for
the
Seminar in Educational Research
The School of Education, The City College
The City University of New York
Spring 2004
(c) Yvon Milien 2004
TABLE OF CONTENTS
ACKNOWLEDGMENTS................................................................................3
ABSTRACT................................................................................................4
CHAPTER I. INTRODUCTION AND STATEMENT OF THE PROBLEM
Background - Purpose and Rationale of the Study.
................................................7
CHAPTER II. REVIEW OF THE LITERATURE
Strategies for the Use of Graphic Organizers - Graphic
Instruction and Free or Direct
Instruction - Content Areas in which Graphic Organizers are
Used - Summary - Assumptions -
Research questions.
......................................................................................11
CHAPTER III. RESEARCH DESIGN AND METHODOLOGY
Rationale for Design of the Study - Definition of Study
Population or Participants - Materials
and Measures - Procedures - Analysis of the Data
.................................................14
CHAPTER IV. FINDING
Performance without Graphic Organizers - Demographic
Characteristics - Performance with
Graphic
Organizers...............................................................
.......................59
CHAPTER V. CONCLUSION AND DISCUSSION
Discussion - Finding - Limitations- recommendation and
Suggestions..........................64
REFERENCES..............................................................................................65
APPENDICES...............................................................................................68
Appendix
A.................................................................................................69
Appendix
B.................................................................................................70
Appendix
C.................................................................................................83
ACKNOWLEDGMENTS
This thesis was prepared under the supervision of Dr. Betty
Holmes-Anthony and Dr. James Gelbman. I wish to express my gratitude to all of
them for their assistance and guidance in this action research study.
A special thanks is offered to the 12 students at P753K who
participated in this project. I also would like to express my appreciation to
the Assistant Principal, Mrs. Valerie Wahrman for the invaluable materials she
shared with me.
Finally, a particular thanks is offered to the Principal, Mr.
Ketler Louissant, for his encouragement.
ABSTRACT
This thesis examines the effectiveness of graphic organizers
along with the guiding principles for instructional practices for emotionally
disturbed students who also have learning disabilities. Using a scoring rubric
which has one dimension: performance (including level of accuracy in focusing
on relevant information, building connections, integrating new information, and
level of independence in completing graphic organizers), this thesis explores
the students' performance with graphic organizers along with the strategies:
consistent, coherent, creative. Completed graphic
organizers scores by twelve students at P753K and observations suggest that
graphic organizers along with the guiding principles produced high performance
for this group of students.
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