Teaching materials were developed for increasing learning in important history content, and teachers, parents, and peers were trained in strategies for implementing these materials in inclusive classrooms, using a variety of procedures. After a 9-week period of guided and supervised instruction, results from posttests indicated that higher student achievement resulted from the implementation of experimental materials by trained teachers, parents, and peers. A significant condition by group interaction revealed that, although both student groups benefited, the peer-tutoring procedure differentially facilitated learning by students with mild disabilities in inclusive classrooms. Implications for teaching, and for teacher and parent training are provided.
Mastropieri, M.A., Scruggs, T.E. and Marshak, L. (2008), "Training teachers, parents, and peers to implement effective teaching strategies for content area learning", Scruggs, T.E. and Mastropieri, M.A. (Ed.) Personnel Preparation (Advances in Learning and Behavioral Disabilities, Vol. 21), Emerald Group Publishing Limited, Bingley, pp. 309-327. https://doi.org/10.1016/S0735-004X(08)00012-8Download as .RIS
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