TY - JOUR
T1 - Inclusion and Problem-Based Learning
T2 - Roles of Students in a Mixed-Ability Group
AU - Belland, Brian R.
AU - Glazewski, Krista D.
AU - Ertmer, Peggy A.
N1 - Funding Information:
School. This study took place at Taft Middle School (TMS), which has 36 teachers and approximately 600 students (Note: all names have been changed). TMS is located in a small, low-SES, rural community in the Midwest: 45% of the student body received free or reduced-price lunches, compared to state and national averages for small town schools of 36% and 28.6– 32.2%, respectively, for the years 1994–2004 (Cruse & Powers, 2006). TMS benefited from a federal grant that funded a one-to-one laptop initiative and provided PBL support from professors and graduate students from a large, Midwestern university.
Publisher Copyright:
© 2009, © 2009 National Middle School Association.
PY - 2009/1/1
Y1 - 2009/1/1
N2 - The literature on the use of problem-based learning in K–12 settings has traditionally focused on gifted and average students. However, mainstreaming is placing increasing numbers of students with special needs in general education classrooms. This case study examined how members of a small group in a mainstreamed seventh grade science class interacted with and supported each other as they engaged in a problem-based learning (PBL) unit. The group included one mainstreamed and two average students. We used conversation analysis and coding to analyze interview and video data of all 10 class sessions. Results indicated that each group member filled a unique role—group manager, task guidance provider, and task performer—and helped each other overcome individual difficulties. Results suggest that mainstreamed groups have the potential to effectively engage in PBL, and that PBL may increase the motivation and social confidence of students with special needs. We suggest types of scaffolds that could support mainstreamed students during PBL units.
AB - The literature on the use of problem-based learning in K–12 settings has traditionally focused on gifted and average students. However, mainstreaming is placing increasing numbers of students with special needs in general education classrooms. This case study examined how members of a small group in a mainstreamed seventh grade science class interacted with and supported each other as they engaged in a problem-based learning (PBL) unit. The group included one mainstreamed and two average students. We used conversation analysis and coding to analyze interview and video data of all 10 class sessions. Results indicated that each group member filled a unique role—group manager, task guidance provider, and task performer—and helped each other overcome individual difficulties. Results suggest that mainstreamed groups have the potential to effectively engage in PBL, and that PBL may increase the motivation and social confidence of students with special needs. We suggest types of scaffolds that could support mainstreamed students during PBL units.
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U2 - 10.1080/19404476.2009.11462062
DO - 10.1080/19404476.2009.11462062
M3 - Article
AN - SCOPUS:85024844041
VL - 32
SP - 1
EP - 19
JO - RMLE Online
JF - RMLE Online
SN - 1940-4476
IS - 9
ER -