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A1 al-Shammari, Zaid AB In this study, evidence-based constructivism instructional strategies with an effect size above 0.40 were used when educating students with special needs in Kuwait`s inclusion classrooms. Data collection involved a survey that included demographic variables (i.e., nationality, age, education qualification, teaching experience, major, educational district, school gender-type) and research variables (i.e., peer tutoring strategy, cooperative learning strategy) to measure Inservice inclusion classroom teachers` points of view. Results revealed majority use of both strategies and significant differences among those aged 24-26 years old engaged in JIGSAW cooperative learning strategy only. Recommendations include offering continuing professional development for special education teachers in Kuwait's public inclusive elementary schools, further research on evidence-based constructivism instructional strategies to investigate how they may improve the learning and achievement of students with special needs in inclusive elementary schools, and training of pre-service teachers in teacher education programs in Kuwait. (Published abstract) http://search.shamaa.org/abstract_en.gif OP pp. 135-152 T1 Using evidence-based constructivism instructional strategies with effect size above 0.40 in Kuwait’s inclusion classrooms [Article] UL https://ejes.journals.ekb.eg/article_238067_53516f374986bda11c5f98afc6e2b3f7.pdf Full text (PDF) 1 http://search.shamaa.org/fulltext.gif