ERIC Number: EJ758174
Record Type: Journal
Publication Date: 2006
Pages: 8
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0022-4669
EISSN: N/A
Differentiated Curriculum Enhancement in Inclusive Middle School Science: Effects on Classroom and High-Stakes Tests
Mastropieri, Margo A.; Scruggs, Thomas E.; Norland, Jennifer J.; Berkeley, Sheri; McDuffie, Kimberly; Tornquist, Elizabeth Halloran; Connors, Nicole
Journal of Special Education, v40 n3 p130-137 Fall 2006
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.
Descriptors: 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
PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A