Do Special Education Interventions Improve Learning of Secondary Content? A Meta-Analysis

Autor/inn/en	Scruggs, Thomas E.; Mastropieri, Margo A.; Berkeley, Sheri; Graetz, Janet E.
Titel	Do Special Education Interventions Improve Learning of Secondary Content? A Meta-Analysis
Quelle	In: Remedial and Special Education, 31 (2010) 6, S.437-449 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932508327465
Schlagwörter	Investigations; Learning Strategies; Effect Size; Teaching Methods; Literature Reviews; Educational Improvement; Evaluation Criteria; Accessibility (for Disabled); Special Needs Students; Program Descriptions; Interdisciplinary Approach; Science Education; Social Studies; English Instruction + Suchen Sie Ihr Suchwort? Untersuchung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung; Accessibility; Zugänglichkeit; Sonderpädagogischer Förderbedarf; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Naturwissenschaftliche Bildung; Gemeinschaftskunde; English langauage lessons; Englischunterricht
Abstract	The authors describe findings from a research synthesis on content area instruction for students with disabilities. Seventy studies were identified from a comprehensive literature search, examined, and coded for a number of variables, including weighted standardized mean-difference effect sizes. More than 2,400 students were participants in these investigations. Studies included interventions involving content areas, such as science, social studies, and English, and employed a number of different interventions, including study aids, classroom learning strategies, spatial and graphic organizers, mnemonic strategies, hands-on activities, classroom peers, and computer-assisted instruction. The overall effect size was 1.00, indicating an overall large effect across studies. Implications for future research and practice are described. (Contains 2 figures and 9 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