This 18 page paper includes a 4 page annotated bibliography. The essay presents most of the components of a study proposal, including an introduction and problem statement. The literature review emphasizes the use of cooperative learning in inclusive classrooms and reports data when available, including anecdotal data. Studies reported were conducted at elementary levels or in other high school classes. The question is whether cooperative learning could help high school social studies teachers reach a goal of having all special education classes. Annotated bibliography lists 10 sources.
Name of Research Paper File: MM12_PGCLHSSS.RTF
Unformatted Sample Text from the Research Paper:
most of the school day. This requires the regular education and the special education teachers to collaborate and work more closely together in providing an education for all students. In
general, the outcomes of inclusion have been positive for both the student with disabilities or special needs and the student without disabilities. Over the last twenty or so years, there
has been a plethora of empirical research studies regarding the cooperative learning approach to classroom instruction and management. The outcomes of an overwhelming number of these studies have consistently show
very positive results for students in many different categories, from the regular classroom student to the English as a Second Language Student to the special education student. Studies typically report
greater academic performance, greater learning, higher self-esteem, improved social skills, decreases in racial issues, and increased student learning retention, among other things. This action study, a literature research study, considers
the potential impact of implementing cooperative learning in a high school social studies classroom. More specifically, the study investigated the potential outcomes for special education students in that class.
Background The target high school is Carver Vo-Technical High School. The class is the social studies classes that are structured as inclusive classrooms. Teachers in these classes have tested
a variety of models to increase academic performance of special education students. They have met with some success in that 65 percent of this group of students passed all of
the social studies classes they attended. Teachers are not satisfied with even this improvement, their goal is for all special education students to pass all social studies classes in the
next school year. Teachers are investigating the possibility of adopting cooperative learning as the vehicle to help them achieve their goal. Problem Statement Teachers who are working in inclusive