In:
Exceptional Children, SAGE Publications, Vol. 35, No. 7 ( 1969-03), p. 523-529
Abstract:
Six public school classrooms of children with learning and behavior problems were studied to assess the effectiveness of an engineered classroom design. The experimental condition consisted of rigid adherence to the design while the control condition provided any type program the teacher chose except use of token and tangible rewards. Task attention and achievement gains in arithmetic fundamentals were found to be significantly correlated with the presence of the engineered design.
Type of Medium:
Online Resource
ISSN:
0014-4029
,
2163-5560
DOI:
10.1177/001440296903500702
Language:
English
Publisher:
SAGE Publications
Publication Date:
1969
detail.hit.zdb_id:
2066308-0
SSG:
5,2
SSG:
5,3
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