ERIC Number: ED469289
Record Type: RIE
Publication Date: 2002
The Effects of the Use of the Question Exploration Routine on Student Performance in Secondary Content Classrooms. Research Report.
Bulgren, Janis A.; Lenz, B. Keith; Marquis, Janet; Schumaker, Jean B.; Deshler, Donald D.
The tenth in a series of studies investigating the educational context and outcomes for high school students with disabilities (SWDs), this study explored the use of a Question Exploration Routine as a means of enhancing the performance of students with disabilities in ninth-grade inclusive content classes. Participants were 134 students, with and without disabilities, recruited from 13 inclusive English classes of six teachers in three schools. Six classes were randomly assigned to the experimental condition; seven classes were randomly assigned to the control condition. Participating teachers and researchers selected two topics (prejudice and impetuous behavior) related to Shakespeare's "Romeo and Juliet" for which they expected students to acquire an understanding of critical main ideas. The experimental teachers presented all key points included in each lesson using the Question Exploration Routine. All students participated in a lesson on each of the two topics. Tests related to each lesson topic were administered to students on the following day. Students (both with and without disabilities) who were instructed using the Question Exploration Routine answered, on average, a higher percentage of multiple-choice questions and short-answer questions correctly than did students who received traditional instruction. (Contains 11 references, 5 figures, and 1 table.) (CR)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Kansas Univ., Lawrence. Inst. for Academic Access.