Differentiated Curriculum Enhancements in Inclusive Fifth-Grade Science Classes

Autor/inn/en	Simpkins, Pamela McCrea; Mastropieri, Margo A.; Scruggs, Thomas E.
Titel	Differentiated Curriculum Enhancements in Inclusive Fifth-Grade Science Classes
Quelle	In: Remedial and Special Education, 30 (2009) 5, S.300-308 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932508321011
Schlagwörter	Elementary School Students; Inclusive Schools; At Risk Students; Learning Disabilities; Grade 5; Elementary School Science; Science Instruction; Control Groups; Experimental Groups; Conventional Instruction; Individualized Instruction; Peer Teaching; Tutoring; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Learning handicap; Lernbehinderung; School year 05; 5. Schuljahr; Schuljahr 05; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Individualisierender Unterricht; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Unterrichtserfolg
Abstract	Sixty-one normally achieving and at-risk fifth-grade students (of whom three had learning disabilities), in three classrooms, were taught two 5-week science units via experimental or control conditions in which treatment order and unit of instruction were counterbalanced. In the control condition, students received typical instruction, with teacher lecture and discussion, textbook reading, and worksheet exercise completion. In the experimental condition, students received differentiated curriculum enhancements, in which multitiered activities were undertaken by students in a classwide peer tutoring format. Analysis of gain score data revealed that students scored higher on production tests, but not identification tests, when in the experimental condition. Student and teacher reports indicated a high degree of satisfaction with experimental methods and materials. (Contains 1 figure and 3 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10