Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Mastropieri, M. A.
Right arrow Articles by Connors, N.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Mastropieri, M. A.
Right arrow Articles by Connors, N.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Differentiated Curriculum Enhancement in Inclusive Middle School Science

Effects on Classroom and High-Stakes Tests

Margo A. Mastropieri

George Mason University, mmastrop{at}gmu.edu

Thomas E. Scruggs

George Mason University

Jennifer J. Norland

Pacific Institute for Research and Evaluation

Sheri Berkeley

George Mason University

Kimberly McDuffie

Clemson University

Elizabeth Halloran Tornquist

University of Maryland

Nicole Connors

George Mason University

This investigation compared quantitative outcomes associated with classwide 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.

The Journal of Special Education, Vol. 40, No. 3, 130-137 (2006)
DOI: 10.1177/00224669060400030101
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Remedial and Special EducationHome page
P. M. Simpkins, M. A. Mastropieri, and T. E. Scruggs
Differentiated Curriculum Enhancements in Inclusive Fifth-Grade Science Classes
Remedial and Special Education, September 1, 2009; 30(5): 300 - 308.
[Abstract] [PDF]

Home page
 Intervention in School and ClinicHome page
L. Bowman-Perrott
ClassWide Peer Tutoring: An Effective Strategy for Students With Emotional and Behavioral Disorders
Intervention in School and Clinic, May 1, 2009; 44(5): 259 - 267.
[PDF]