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Differentiated Curriculum Enhancement in Inclusive Middle School Science

by Berkeley, Sheri , Mastropieri, Margo A. , Scruggs, Thomas E. , Norland, Jennifer J. , Connors, Nicole , McDuffie, Kimberly , Tornquist, Elizabeth Halloran

in Academic failure / Activities / Attitudes toward Disabilities / Classrooms / Comparative Analysis / Conventional Instruction / Cooperative Learning / Curricula / Curriculum / Curriculum development / Disabled students / Elementary schools / Grade 10 / Grade 8 / Hands / Hands on Science / High Stakes Tests / Inclusive Schools / Instructional variables / Intellectual disabilities / Junior high schools / Longitudinal Studies / Mainstreaming / Middle School Students / Middle schools / Mild Disabilities / Peer instruction / Peer Teaching / Peers / People with disabilities / Regular and Special Education Relationship / Science / Science education / Science Instruction / Secondary School Science / Secondary schools / Student Attitudes / Student Evaluation / Student teacher relationship / Students / Students with disabilities / Teachers / Teaching / Teaching Methods / Thinking Skills / Tutoring / Vocabulary development

2006

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Differentiated Curriculum Enhancement in Inclusive Middle School Science

by Berkeley, Sheri , Mastropieri, Margo A. , Scruggs, Thomas E. , Norland, Jennifer J. , Connors, Nicole , McDuffie, Kimberly , Tornquist, Elizabeth Halloran

2006

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Differentiated Curriculum Enhancement in Inclusive Middle School Science

by Berkeley, Sheri , Mastropieri, Margo A. , Scruggs, Thomas E. , Norland, Jennifer J. , Connors, Nicole , McDuffie, Kimberly , Tornquist, Elizabeth Halloran

2006

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Journal Article

Differentiated Curriculum Enhancement in Inclusive Middle School Science

Berkeley, Sheri,

Mastropieri, Margo A.,

Scruggs, Thomas E.,

Norland, Jennifer J.,

Connors, Nicole,

McDuffie, Kimberly,

Tornquist, Elizabeth Halloran

2006

Overview

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.

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Publisher

Sage Publications,SAGE PUBLICATIONS, INC,PRO-ED, Inc

Subject

Academic failure

/ Activities

/ Attitudes toward Disabilities

/ Classrooms

/ Comparative Analysis

/ Conventional Instruction

/ Cooperative Learning