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.

Abstract

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.

Impact and interest:

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

188 since deposited on 11 Nov 2013
56 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

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: Current > 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: 07 Sep 2015 22:32

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page