The impact of a social-cognitive teaching strategy on students with learning difficulties

Stokes, Gary E. (2013) The impact of a social-cognitive teaching strategy on students with learning difficulties. Professional Doctorate thesis, Queensland University of Technology.


This study examined the impact of a social-cognitive teaching strategy, the community of inquiry, on the functioning of six Year 4 students with learning difficulties. Results indicated that the students became more self-regulated in their learning and developed greater academic self-efficacy and stronger reading comprehension skills. Although the degree of development varied across the group, the results indicated that all six students (in addition to their class peers) benefited from actively engaging in scaffolded opportunities for intellectual and social exchange in a whole class setting. Accordingly, the findings of this study have implications for approaches to supporting the development and learning of students with learning difficulties.

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ID Code: 64188
Item Type: QUT Thesis (Professional Doctorate)
Supervisor: Mercer, Louise & Diezmann, Carmel
Keywords: learning difficulties, community of inquiry, self-regulated learning, academic self-efficacy, reading comprehension
Divisions: Past > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Institution: Queensland University of Technology
Deposited On: 11 Nov 2013 04:31
Last Modified: 22 Jun 2017 14:46

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