東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Examining the Association of Project...

Grujicic, Vesna,

Linked to FindBook

Google Book

Amazon

博客來

Examining the Association of Project Based Learning (PBL) on Reading, Math, and Motivation for Students with Autism Spectrum Disorder (ASD) /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining the Association of Project Based Learning (PBL) on Reading, Math, and Motivation for Students with Autism Spectrum Disorder (ASD) // Vesna Grujicic.
Author:	Grujicic, Vesna,
Description:	1 electronic resource (144 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30248454
ISBN:	9798379568610

Examining the Association of Project Based Learning (PBL) on Reading, Math, and Motivation for Students with Autism Spectrum Disorder (ASD) /
Grujicic, Vesna,

Examining the Association of Project Based Learning (PBL) on Reading, Math, and Motivation for Students with Autism Spectrum Disorder (ASD) /Vesna Grujicic. - 1 electronic resource (144 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Autism spectrum disorder is the fastest growing developmental disability in the United States. The significant increase of an autism diagnosis among children requires further evaluation of instructional approaches that are designed to meet the unique needs of students with ASD. Although research has indicated that academic performance plays a crucial role in the quality of life of students with ASD, the data on academic performance of these subgroup of students, particularly in the key domains of math and reading, report generally poor academic outcomes.This study examined the association between the PBL instructional approach and academic outcomes in reading and math among students with ASD in K-12 public schools, as well as the extent to which PBL instructional approaches are associated with levels of motivation for learning among this population. The researcher employed a nonexperimental, quantitative research design. The sample for this study was derived from the Special Education Elementary Longitudinal Study (SEELS) data set and included students whose primary disability was coded as autism and who received English language and math instruction in inclusive settings. Given these parameters, the total sample included 237 students. The results of the study revealed statistically significant and positive results with variation in levels of the association between the PBL and specific academic skills. The study results also indicated no association between the PBL approach and motivation for learning.

English

ISBN: 9798379568610Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Autism spectrum disorder

Examining the Association of Project Based Learning (PBL) on Reading, Math, and Motivation for Students with Autism Spectrum Disorder (ASD) /
LDR:03047nmm a22004333i 4500 001 2430912
005 20250605050539.5
006 m o d
007 cr|nu||||||||
008 261011s2022 miu||||||m |||||||eng d
020 $a 9798379568610
035 $a (MiAaPQD)AAI30248454
035 $a AAI30248454
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Grujicic, Vesna, $e author. $3 3819473
245 1 0 $a Examining the Association of Project Based Learning (PBL) on Reading, Math, and Motivation for Students with Autism Spectrum Disorder (ASD) / $c Vesna Grujicic.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 1 electronic resource (144 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
500 $a Advisors: Larson, Kristine E. Committee members: Fenster, Mark J.; Blackorby, Jose.
502 $b Ph.D. $c Notre Dame of Maryland University $d 2022.
520 $a Autism spectrum disorder is the fastest growing developmental disability in the United States. The significant increase of an autism diagnosis among children requires further evaluation of instructional approaches that are designed to meet the unique needs of students with ASD. Although research has indicated that academic performance plays a crucial role in the quality of life of students with ASD, the data on academic performance of these subgroup of students, particularly in the key domains of math and reading, report generally poor academic outcomes.This study examined the association between the PBL instructional approach and academic outcomes in reading and math among students with ASD in K-12 public schools, as well as the extent to which PBL instructional approaches are associated with levels of motivation for learning among this population. The researcher employed a nonexperimental, quantitative research design. The sample for this study was derived from the Special Education Elementary Longitudinal Study (SEELS) data set and included students whose primary disability was coded as autism and who received English language and math instruction in inclusive settings. Given these parameters, the total sample included 237 students. The results of the study revealed statistically significant and positive results with variation in levels of the association between the PBL and specific academic skills. The study results also indicated no association between the PBL approach and motivation for learning.
546 $a English
590 $a School code: 1692
650 4 $a Educational leadership. $3 529436
650 4 $a Special education. $3 516693
650 4 $a Disability studies. $3 543687
653 $a Autism spectrum disorder
653 $a Developmental disability
653 $a Students
653 $a Academic outcomes
653 $a Public schools
690 $a 0449
690 $a 0201
690 $a 0529
710 2 $a Notre Dame of Maryland University. $b Department of Education. $e degree granting institution. $3 3819474
720 1 $a Larson, Kristine E. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 84-11A.
790 $a 1692
791 $a Ph.D.
792 $a 2022
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30248454