Differentiated Curriculum Enhancement in Inclusive Middle School Science: Effects on Classroom and High-Stakes Tests

Autor/inn/en	Mastropieri, Margo A.; Scruggs, Thomas E.; Norland, Jennifer J.; Berkeley, Sheri; McDuffie, Kimberly; Tornquist, Elizabeth Halloran; Connors, Nicole
Titel	Differentiated Curriculum Enhancement in Inclusive Middle School Science: Effects on Classroom and High-Stakes Tests
Quelle	In: Journal of Special Education, 40 (2006) 3, S.130-137 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
Schlagwörter	Peer Teaching; Mild Disabilities; High Stakes Tests; Attitudes toward Disabilities; Science Instruction; Inclusive Schools; Secondary School Science; Middle School Students; Student Evaluation; Hands on Science; Grade 8; Comparative Analysis; Conventional Instruction; Cooperative Learning; Teaching Methods; Student Attitudes; Mainstreaming; Regular and Special Education Relationship + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Inclusive school; Integrative Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulnote; Studentische Bewertung; School year 08; 8. Schuljahr; Schuljahr 08; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten
Abstract	This investigation compared quantitative outcomes associated with class-wide peer tutoring using differentiated hands-on activities vs. teacher-directed instruction for students with mild disabilities in inclusive 8th-grade science classes. Thirteen classes of 213 students (109 males; 104 females), of whom 44 were classified with disabilities, participated in 12-week sessions in a randomized field trial design. Experimental classes received units of differentiated, peer-mediated, hands-on instruction, while control classes received traditional science instruction. Results indicate that collaborative hands-on activities statistically facilitate learning of middle school science content on posttests and on state high-stakes tests for all students and that students enjoyed using the activities. Implications for practice indicate use of supplemental peer mediated hands-on activities may provide necessary review and practice for students with disabilities. Future research would help uncover additional critical instructional variables. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10