Eyes on the Prize: Teaching Complex Historical Content to Middle School Students with Learning Disabilities

Gersten, Russell; Baker, Scott K.; Smith-Johnson, Joyce; Dimino, Joseph; Peterson, Anne

doi:10.1177/001440290607200301

Cited by 68 publications

(121 citation statements)

References 14 publications

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“…Other researchers have developed instructional units around anchor videos, including To Kill a Mockingbird (Rieth, Bryant, Kinzer, Colburn, Hur, Hartman, & Choi, 2003) and Eyes on the Prize (Gersten, Baker, Smith-Johnson, Dimino, & Peterson, 2006). Both of these interventions included detailed analysis of the video to develop students' conceptual understanding, discussion, collaborative group investigation, and integration of information across social studies disciplines.…”

Section: Investigative Learningmentioning

confidence: 99%

Science and Social Studies for Students With Disabilities

Scruggs

Mastropieri

Okolo³

2017

focusXchild

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Science and social studies have much to offer to all learners-including those with disabilities. However, instruction in these subjects has often been overlooked in the quest to better understand and improve leaning in English/language arts and mathematics. As we demonstrate in this paper; science and social studies help students attain skills, information, and dispositions that are important for success in school and everyday life. Furthermore, these subjects offer opportunities for students to learn and apply literacy and mathematics skills, engage in authentic problem solving and inquiry, and experience success in the general education classroom. We begin by discussing the nature of learning in science and social studies as well as the interaction of learners with the curriculum. We then review instructional practices for improving the performance of students with disabilities in each of these subject areas. SCIENCE AND SOCIAL STUDIES FOR STUDENTS WITH DISABILITIESOver the years, content area learning, including science and social studies, has received less emphasis in special education literature than basic instruction in the form of literacy and early math skills (Mastropieri et al., in press). Nevertheless, with the increased emphases on inclusion, accountability, and high stakes testing, content area instruction has acquired renewed importance (Lenz, Deshler, & Kissam, 2004). Beyond the obvious advantages to school success, enhanced understanding of human society and the physical universe can be expected to improve the quality of the lives of students with disabilities.In this article, we discuss research in science and social studies education for students with disabilities. Although there are many commonalities in these two bodies of literature, each addresses specific challenges as researchers have attempted to adapt instructional methods and curriculum materials to the characteristics of learners with special needs. Therefore, we first discuss each area separately and then draw conclusions regarding com-

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Section: Investigative Learningmentioning

confidence: 99%

Science and Social Studies for Students With Disabilities

Scruggs

Mastropieri

Okolo³

2017

focusXchild

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“…All six of the studies measured content acquisition outcomes with researcher-developed measures, with four of these (Cantrell et al, 2000;Gersten et al, 2006;Nokes et al, 2007;Taylor & Beach, 1984) reporting the technical adequacy of their measures. No standardized or norm-referenced measures were administered.…”

Section: Content Acquisitionmentioning

confidence: 99%

“…While there were not statistically significant differences between the experimental and comparison groups across the factual knowledge assessments, there were significant differences favoring the experimental group across vocabulary assessments (Mean ES ¼0.98) and problemsolving essays (Mean ES¼ 1.23). Gersten et al (2006) used an experimental design to compare two approaches to teaching history in 7th and 8th grades using the documentary Eyes on the Prize (DeVinney, 1991) and peer discussion. Both experimental and comparison conditions used the same curricular content (i.e.…”

Section: Content Acquisitionmentioning

confidence: 99%

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Effects of Reading Instruction on Learning Outcomes in Social Studies: A Synthesis of Quantitative Research

McCulley

Osman

2015

The Journal of Social Studies Research

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Quantitative research studies examining the effects of literacy instruction set in social studies classrooms (grades 6-12) on students’ academic content learning and reading comprehension are synthesized using meta-analytic techniques. An extensive search of the scholarly literature between 1983 and 2013 yielded a total of twelve intervention studies that provided literacy instruction to secondary students within social studies classes and quantitatively measured content learning outcomes, reading comprehension, or both. Findings revealed that content learning outcomes were consistently improved with instruction that included text-processing activities such as summarizing and generating questions. While many social studies teachers do not provide explicit reading supports, in part because they perceive that the time needed to do so is prohibitive, the findings of this synthesis suggest that sound reading practices hold promise as a means through which teachers can help students better access social studies content, thus improving student learning outcomes. More rigorous quantitative research is needed to further understand the causal effects of literacy practices in social studies settings. Highlights • Literacy instruction supports both reading comprehension and academic content • Literacy instruction does not negatively affect content knowledge acquisition. • Few studies investigate the effects of literacy instruction in social studies. • More research is needed to explore the effects of literacy instruction in social studies.

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“…This can be frustrating for students with SLD who typically read below their grade level (Gersten et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Mobile Technology as an Active Student Response System on the Acquisition of U.S. History Content of Secondary Students with Specific Learning Disabilities

Monem¹

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Eyes on the Prize: Teaching Complex Historical Content to Middle School Students with Learning Disabilities

Cited by 68 publications

References 14 publications

Science and Social Studies for Students With Disabilities

Science and Social Studies for Students With Disabilities

Effects of Reading Instruction on Learning Outcomes in Social Studies: A Synthesis of Quantitative Research

The Effect of Mobile Technology as an Active Student Response System on the Acquisition of U.S. History Content of Secondary Students with Specific Learning Disabilities

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