Converging behaviorist and constructivist theories in classroom settings

Educators attempts to meet the needs of all students become more difficult as school districts are forced to reduce spending which may result in increased class sizes, elimination of second language and enrichment programs, and a reduction in school personnel at school sites. With these budget cuts the demands placed on educators will be even greater. Teachers will be forced to implement new strategies to ensure that no child is left behind. The purpose of this study is to assess the effectiveness of converging behaviorist and constructvist theories into classroom management and instructional practices. Three groups of students were randomly selected, and their progress was monitored over the course of one month. Results revealed that the group that utilized both behaviorist and constructvist theories and practices made the most academic and behavioral progress. Moreover, the study indicated that the implications of the results suggest further research by teachers and school districts is warranted.

Name thesis:degree_name

Master of Science (MS)

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Special Education

Grantor dc:publisher

University of Nevada, Las Vegas

Year

2003

Author dc:creator

• Freitas, Lisa M

Contributors dc:contributor

• Rebecca Nathanson

Statement dc:rights

• IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

Language dc:language

English

Identifier

https://oasis.library.unlv.edu/rtds/1592

OAI identifier oai:identifier

oai:oasis.library.unlv.edu:rtds-2591