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Co-curricular activities : = An element of solution-focused oriented interventions for middle school seriously emotionally disturbed students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Co-curricular activities :/
Reminder of title:	An element of solution-focused oriented interventions for middle school seriously emotionally disturbed students.
Author:	Stevens, Clifford Wayne.
Description:	1 online resource (263 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 59-07, Section: A, page: 2447.
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9780591967487

Co-curricular activities : = An element of solution-focused oriented interventions for middle school seriously emotionally disturbed students.
Stevens, Clifford Wayne.

Co-curricular activities :An element of solution-focused oriented interventions for middle school seriously emotionally disturbed students. - 1 online resource (263 pages)

Source: Dissertation Abstracts International, Volume: 59-07, Section: A, page: 2447.

Thesis (Ed.D.)--Oregon State University, 1999.

Includes bibliographical references

The purpose of this research was to examine the effects of a co-curricular program on the behavior of seriously emotionally disturbed (SED) middle school students. Co-curricular activities are any school-based activities that give students an opportunity to blend the various aspects of their academic learning with personal actions.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780591967487Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Co-curricular activities : = An element of solution-focused oriented interventions for middle school seriously emotionally disturbed students.
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245 1 0 $a Co-curricular activities : $b An element of solution-focused oriented interventions for middle school seriously emotionally disturbed students.
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500 $a Source: Dissertation Abstracts International, Volume: 59-07, Section: A, page: 2447.
500 $a Adviser: Ken Winograd.
502 $a Thesis (Ed.D.)--Oregon State University, 1999.
504 $a Includes bibliographical references
520 $a The purpose of this research was to examine the effects of a co-curricular program on the behavior of seriously emotionally disturbed (SED) middle school students. Co-curricular activities are any school-based activities that give students an opportunity to blend the various aspects of their academic learning with personal actions.
520 $a This was an action research study conducted in a middle school special education program. The participants were 10 middle school students identified as seriously emotionally disturbed. These students participated in the planning and evaluation of their involvement in co-curricular activities during this year long study.
520 $a Participant observations, interviews, student and staff journals, and documentary evidence provided data for the development of case records.
520 $a The study generated the following results: (1) Participation in co-curricular activities increased the sense of belonging for these students at this middle school. (2) Seriously emotionally disturbed students reported that adult mentors significantly influenced their level of success. (3) Seriously emotionally disturbed students had higher grade point averages and better attendance and fewer disciplinary issues during this study. (4) During co-curricular activities, these students demonstrated leadership, thinking, communication, and cooperative learning skills that were not apparent in the regular classroom settings. (5) Seriously emotionally disturbed students responded favorably to a solution-focused model of education. (6) Parents reported that their students engaged in more leisure activities involving peers outside school, and were easier to live with at home. (7) Students identified the privilege of participating in co-curricular activities as motivating them to minimize their past use of counter-productive social strategies during interactions with peers and adults. (8) Latino students found it difficult to participate in activities with Anglos if other Latinos did not view the activity as acceptable.
520 $a The primary implication of this research for schools is that co-curricular programs appeared to increase the sense of belonging for middle school SED students which influenced more positive social and academic behaviors.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 567627
650 4 $a Secondary education. $3 1179560
650 4 $a School counseling. $3 1181607
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710 2 $a Oregon State University. $3 560908
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9842473 $z click for full text (PQDT)