dc.contributor.author	Godfrey, Cerese	en_US
dc.coverage.spatial	Eastman, Georgia	en_US
dc.coverage.temporal	2004-2006	en_US
dc.date.accessioned	2009-09-23T20:14:54Z	en_US
dc.date.accessioned	2009-09-30T15:58:37Z	en_US
dc.date.accessioned	2011-03-02T17:29:17Z
dc.date.available	2009-09-23T20:14:54Z	en_US
dc.date.available	2009-09-30T15:58:37Z	en_US
dc.date.available	2011-03-02T17:29:17Z
dc.date.issued	2006-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/144	en_US
dc.description.abstract	This study examined how a Classroom Communication System (CCS) influenced the student learning process and the experiences of the teacher as she used the CCS for teaching science to eighth-grade special education students in a rural central Georgia middle school. The interventions included staff development and model lessons to assist the teacher in effectively using the tool in the classroom. The results indicated that students were more engaged in learning when the CCS was utilized, while the teacher believed that the CCS positively impacted her teaching.	en_US
dc.language.iso	en_US	en_US
dc.publisher	Valdosta State University	en_US
dc.rights	Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.	en_US
dc.subject	Classroom Communication System	en_US
dc.subject	Learning process	en_US
dc.subject	Staff development	en_US
dc.subject	Model lessons	en_US
dc.subject.lcsh	Educational technology	en_US
dc.subject.lcsh	Teaching--Aids and devices	en_US
dc.title	The Impact of a Classroom Communication System on the Learning Process in Eighth-Grade Special Education Classes	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Brovey, Andrew J.	en_US
dc.description.committee	Hinkle, Verilette	en_US
dc.description.committee	Leader, Lars F.	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US