Show simple item record

dc.contributor.advisorStrnadová, Iva
dc.creatorSrivastava, Meenakshi
dc.date.accessioned2017-03-29T15:18:49Z
dc.date.available2017-03-29T15:18:49Z
dc.date.issued2006
dc.identifier.urihttp://hdl.handle.net/20.500.11956/6392
dc.description.abstractThis study is an exploration of cooperative learning as a teaching stratégy to address the speciál educational needs (SEN) of students in the mainstream classroom. In India SEN is not recognized in the classrooms. Most commonly it remains unidentified and unattended. With the shift from speciál schools to inclusive schools like everywhere in the world the pressing need in India is to address SEN in the mainstream classrooms. This provides as a background and starting point for an investigation of cooperative learning as a teaching stratégy to address the SEN of students in mainstream classrooms. The study has investigation in the light ofrich literature in cooperative learning. This investigation was carried out in 4 inclusive primary schools and 2 primary speciál schools of the Czech Republic and the Netherlands. Qualitative approach involving interview, observation and data analysis was employed. The sample size included class teachers of students 9-10 and 11-12 years and SENCO ofthe schools. The findings indicate that cooperative learning is used as a teaching stratégy in the schools. It benefits all students in the mainstream classroom. It is one of the factors contributing in academic progress of students with SEN. Reading in the group has shown improvement in reading speed and reading comprehension....en_US
dc.description.abstractThis study is an exploration of cooperative learning as a teaching stratégy to address the speciál educational needs (SEN) of students in the mainstream classroom. In India SEN is not recognized in the classrooms. Most commonly it remains unidentified and unattended. With the shift from speciál schools to inclusive schools like everywhere in the world the pressing need in India is to address SEN in the mainstream classrooms. This provides as a background and starting point for an investigation of cooperative learning as a teaching stratégy to address the SEN of students in mainstream classrooms. The study has investigation in the light ofrich literature in cooperative learning. This investigation was carried out in 4 inclusive primary schools and 2 primary speciál schools of the Czech Republic and the Netherlands. Qualitative approach involving interview, observation and data analysis was employed. The sample size included class teachers of students 9-10 and 11-12 years and SENCO ofthe schools. The findings indicate that cooperative learning is used as a teaching stratégy in the schools. It benefits all students in the mainstream classroom. It is one of the factors contributing in academic progress of students with SEN. Reading in the group has shown improvement in reading speed and reading comprehension....cs_CZ
dc.languageEnglishcs_CZ
dc.language.isoen_US
dc.publisherUniverzita Karlova, Pedagogická fakultacs_CZ
dc.titleStudy of Cooperative Learning as a Tool/Strategy to Address the SEN of Students in Mainstream Classroom of Primary Inclusive Schoolsen_US
dc.typediplomová prácecs_CZ
dcterms.created2006
dcterms.dateAccepted2006-08-28
dc.description.departmentKatedra speciální pedagogikycs_CZ
dc.description.facultyPedagogická fakultacs_CZ
dc.description.facultyFaculty of Educationen_US
dc.identifier.repId21529
dc.contributor.refereeŠiška, Jan
dc.identifier.aleph001227417
thesis.degree.nameMgr.
thesis.degree.levelnavazující magisterskécs_CZ
thesis.degree.discipline-en_US
thesis.degree.discipline-cs_CZ
thesis.degree.programErasmus Mundus - Special Education Needsen_US
thesis.degree.programErasmus Mundus - Speciální pedagogikacs_CZ
uk.thesis.typediplomová prácecs_CZ
uk.taxonomy.organization-csPedagogická fakulta::Katedra speciální pedagogikycs_CZ
uk.faculty-name.csPedagogická fakultacs_CZ
uk.faculty-name.enFaculty of Educationen_US
uk.faculty-abbr.csPedFcs_CZ
uk.degree-discipline.cs-cs_CZ
uk.degree-discipline.en-en_US
uk.degree-program.csErasmus Mundus - Speciální pedagogikacs_CZ
uk.degree-program.enErasmus Mundus - Special Education Needsen_US
thesis.grade.csVýborněcs_CZ
thesis.grade.enExcellenten_US
uk.abstract.csThis study is an exploration of cooperative learning as a teaching stratégy to address the speciál educational needs (SEN) of students in the mainstream classroom. In India SEN is not recognized in the classrooms. Most commonly it remains unidentified and unattended. With the shift from speciál schools to inclusive schools like everywhere in the world the pressing need in India is to address SEN in the mainstream classrooms. This provides as a background and starting point for an investigation of cooperative learning as a teaching stratégy to address the SEN of students in mainstream classrooms. The study has investigation in the light ofrich literature in cooperative learning. This investigation was carried out in 4 inclusive primary schools and 2 primary speciál schools of the Czech Republic and the Netherlands. Qualitative approach involving interview, observation and data analysis was employed. The sample size included class teachers of students 9-10 and 11-12 years and SENCO ofthe schools. The findings indicate that cooperative learning is used as a teaching stratégy in the schools. It benefits all students in the mainstream classroom. It is one of the factors contributing in academic progress of students with SEN. Reading in the group has shown improvement in reading speed and reading comprehension....cs_CZ
uk.abstract.enThis study is an exploration of cooperative learning as a teaching stratégy to address the speciál educational needs (SEN) of students in the mainstream classroom. In India SEN is not recognized in the classrooms. Most commonly it remains unidentified and unattended. With the shift from speciál schools to inclusive schools like everywhere in the world the pressing need in India is to address SEN in the mainstream classrooms. This provides as a background and starting point for an investigation of cooperative learning as a teaching stratégy to address the SEN of students in mainstream classrooms. The study has investigation in the light ofrich literature in cooperative learning. This investigation was carried out in 4 inclusive primary schools and 2 primary speciál schools of the Czech Republic and the Netherlands. Qualitative approach involving interview, observation and data analysis was employed. The sample size included class teachers of students 9-10 and 11-12 years and SENCO ofthe schools. The findings indicate that cooperative learning is used as a teaching stratégy in the schools. It benefits all students in the mainstream classroom. It is one of the factors contributing in academic progress of students with SEN. Reading in the group has shown improvement in reading speed and reading comprehension....en_US
uk.publication.placePrahacs_CZ
uk.grantorUniverzita Karlova, Pedagogická fakulta, Katedra speciální pedagogikycs_CZ


Files in this item

Thumbnail
Thumbnail
Thumbnail
Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record


© 2017 Univerzita Karlova, Ústřední knihovna, Ovocný trh 560/5, 116 36 Praha 1; email: admin-repozitar [at] cuni.cz

Za dodržení všech ustanovení autorského zákona jsou zodpovědné jednotlivé složky Univerzity Karlovy. / Each constituent part of Charles University is responsible for adherence to all provisions of the copyright law.

Upozornění / Notice: Získané informace nemohou být použity k výdělečným účelům nebo vydávány za studijní, vědeckou nebo jinou tvůrčí činnost jiné osoby než autora. / Any retrieved information shall not be used for any commercial purposes or claimed as results of studying, scientific or any other creative activities of any person other than the author.

DSpace software copyright © 2002-2015  DuraSpace
Theme by 
@mire NV