Curriculum Enhancements in Inclusive Secondary Social Studies Classrooms

Autor/inn/en	Marshak, Lisa; Mastropieri, Margo A.; Scruggs, Thomas E.
Titel	Curriculum Enhancements in Inclusive Secondary Social Studies Classrooms
Quelle	In: Exceptionality, 19 (2011) 2, S.61-74 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
Schlagwörter	Mild Disabilities; Grade 7; Instructional Effectiveness; Mnemonics; Peer Teaching; Conventional Instruction; Social Studies; Inclusion; Mainstreaming; Comparative Analysis; Pretests Posttests; Teaching Methods + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; Unterrichtserfolg; Mnemotechnik; Peer group teaching; Peer Group Teaching; Gemeinschaftskunde; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This investigation compared the use of traditional instruction with that of classwide peer tutoring using materials containing embedded mnemonic strategies to provide strategic information and supplemental practice of important content. Eight inclusive seventh grade social studies classes with 186 students, of whom 42 were classified with mild disabilities, were randomly assigned to treatment and traditional conditions, delivered over 10 weeks of instruction. All students were given a pretest, three unit tests, and a posttest. Overall findings revealed that experimental condition classes statistically outperformed comparison condition classes on content learned; this was true for target content (taught directly in the experimental condition) as well as nontarget content (related information not included in the experimental condition). Implications for inclusive content area instruction are provided. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10