Increasing Student Classroom Participation Through Self-Modeling
Abstract
ABSTRACT The study investigated the effect of self-modeling as an intervention to improve classroom participatory behavior and whether or not increased classroom participation influenced teacher's perceptions of the students' behavior. The study employed a multiple baseline design across five students, and a control, with a follow-up. All students evidenced an increase in classroom participation subsequent to viewing the intervention videotapes. In addition, teacher perceptions of students' behavior improved on several dimensions. Key Words: Self-modelingparticipationhand-raisingattentionvideo-tape
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