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ERIC Number: EJ758035
Record Type: Journal
Publication Date: 2007
Pages: 11
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0022-2194
Impact of the Design of U.S. History Textbooks on Content Acquisition and Academic Engagement of Special Education Students: An Experimental Investigation
Harniss, Mark K.; Caros, Jennifer; Gersten, Russell
Journal of Learning Disabilities, v40 n2 p100-110 Mar-Apr 2007
We used randomized controlled trials to compare the impact of the designs of 2 United States history textbooks on the content acquisition and behavior of 8th-grade students identified for special education services or identified as low achieving. We also investigated whether teachers differed in their use of instructional activities and questioning strategies based on the type of text used. Our findings suggest that students learned more history content, were more actively engaged, and answered more questions correctly when using the experimental textbook. Teachers used different activities depending on which textbook they used, but did not differ in types of questions asked.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States