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Curriculum Enhancements in Inclusive Secondary Social Studies Classrooms
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Marshak, Lisa; Mastropieri, Margo A.; Scruggs, Thomas E. – Exceptionality, 2011
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…
Descriptors: Mild Disabilities, Grade 7, Instructional Effectiveness, Mnemonics
Science Learning in Special Education: The Case for Constructed versus Instructed Learning
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Scruggs, Thomas E.; Mastropieri, Margo A. – Exceptionality, 2007
Throughout the history of education, debate has existed between the relative merits of instructed versus constructed knowledge. In this article, we review our program of research in science education for students with disabilities in order to reveal some insights into this debate. We review research in science curriculum, mnemonic strategies,…
Descriptors: Educational Strategies, Educational History, Science Curriculum, Peer Teaching
Reflections on "Scientific Reasoning of Students with Mild Mental Retardation: Investigating Preconceptions and Conceptual Change."
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Scruggs, Thomas E.; Mastropieri, Margo A. – Exceptionality, 1995
Perspectives that underlie a study of scientific reasoning of elementary students with mild mental retardation (EC 612 096) are provided. Epistemological issues that appear to shape knowledge of special education are addressed, specifically "constructivism" versus "behaviorism" and the relative worth of "constructed" versus "instructed" knowledge.…
Descriptors: Abstract Reasoning, Classroom Techniques, Cognitive Ability, Cognitive Restructuring