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Taking the Time out of Transitions
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- Author(s): Guardino, Caroline; Fullerton, Elizabeth Kirby
- Language:
English- Source:
Education and Treatment of Children. 2014 37(2):211-228.- Publication Date:
2014- Document Type:
Journal Articles
Reports - Research- Online Access:
- Language:
- Additional Information
- Availability: West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
- Peer Reviewed: Y
- Source: 18
- Education Level: Early Childhood Education
Kindergarten
Primary Education
Grade 1
Elementary Education - Subject Terms: Time Management; Inclusion; Regular and Special Education Relationship; Classroom Environment; Space Utilization; Visual Aids; Auditory Stimuli; Visual Stimuli; Intervention; Teacher Attitudes; Time Factors (Learning); Kindergarten; Grade 1; Elementary School Teachers; Disabilities; Attention; Interviews; Student Behavior; Observation; Learner Engagement; Generalization; Program Effectiveness
- Subject Terms:
- ISSN: 0748-8491
- Abstract: Until now, studies have not looked at the importance of managing and reducing academic transition times in inclusion classrooms. In the present study, researchers examine the impact of teacher-approved, environmental modifications in the context of an inclusion class. The methodology used was a single-subject, multiple baseline design across four transitions in two early childhood inclusion classrooms, to evaluate the effectiveness of classroom modifications on transition time. The modifications included: lines on the rug to indicate seating rows, table inserts and chair bags to provide access to materials, visual aids to indicate center choices, and chimes to begin/end transitions. Results from the interventions show that teacher-prompted modifications in inclusion classrooms are relevant to the overall discourse of the importance of reducing transition times. Class-wide data analysis showed a decrease in transition times by an average of 1 minute and 36 seconds, following the introduction of the modifications. Teacher feedback indicated satisfaction with the modifications and the results.
- Abstract: As Provided
- Number of References: 26
- Publication Date: 2015
- Accession Number: EJ1070183
- Availability:
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