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Autor/inn/en | Simpkins, Pamela McCrea; Mastropieri, Margo A.; Scruggs, Thomas E. |
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Titel | Differentiated Curriculum Enhancements in Inclusive Fifth-Grade Science Classes |
Quelle | In: Remedial and Special Education, 30 (2009) 5, S.300-308 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0741-9325 |
DOI | 10.1177/0741932508321011 |
Schlagwörter | Elementary School Students; Inclusive Schools; At Risk Students; Learning Disabilities; Grade 5; Elementary School Science; Science Instruction; Control Groups; Experimental Groups; Conventional Instruction; Individualized Instruction; Peer Teaching; Tutoring; Instructional Effectiveness Inclusive school; Integrative Schule; Learning handicap; Lernbehinderung; School year 05; 5. Schuljahr; Schuljahr 05; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Individualisierender Unterricht; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Unterrichtserfolg |
Abstract | Sixty-one normally achieving and at-risk fifth-grade students (of whom three had learning disabilities), in three classrooms, were taught two 5-week science units via experimental or control conditions in which treatment order and unit of instruction were counterbalanced. In the control condition, students received typical instruction, with teacher lecture and discussion, textbook reading, and worksheet exercise completion. In the experimental condition, students received differentiated curriculum enhancements, in which multitiered activities were undertaken by students in a classwide peer tutoring format. Analysis of gain score data revealed that students scored higher on production tests, but not identification tests, when in the experimental condition. Student and teacher reports indicated a high degree of satisfaction with experimental methods and materials. (Contains 1 figure and 3 tables.) (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |