Differentiated Curriculum Enhancement in Inclusive Middle School Science

By Margo Mastropieri, T. Scruggs, Jennifer J. Norland, Sheri Berkeley, Kimberly A. McDuffie, E. Tornquist, Nicole Connors. 2006

240 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/e3ca6274b49c7cfabc9b290c8e447eabcc5e8291

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

In Safety Research

Citations in the corpus

Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach. (2011, background): “Differentiated instruction has been shown to improve student achievement (e.g., Mastropieri et al., 2006), but teachers often lack the tools for identifying students’ knowledge levels and customizing their instruction (e.g., Houtveen & Van de Grift, 2001).”
UDL in the Middle School Science Classroom (2014, background): “These include limited instructional diversity and science teachers with inadequate knowledge of effective pedagogical practices for teaching students with LD (Mastropieri et al., 2006).”
Differential Effects of Peer Tutoring in Co-Taught and Non-Co-Taught Classes: Results for Content Learning and Student-Teacher Interactions (2009, background): “…to ensure access to the general education curriculum, it appears that students with disabilities continue to fall further behind as they progress through middle and high school, particularly in 493Exceptional Children 494 Summer 2009 science classes (e.g., Anderman, 1998; Mastropieri et al., 2006).”
Science Education and Students with Learning Disabilities (2011, background): “Mastropieri et al. (2006) applied the concept of differentiated curriculum enhancements in middle school science classes.”
Our Move: Using Chess to Improve Math Achievement for Students Who Receive Special Education Services. (2011, background): “Mastropieri et al. (2006) also argued that the type of curriculum employed could play an important role in teaching students with disabilities in special classes and inclusive classes alike.”
The Effects of Peer Tutoring on Academic Performance of Students With Disabilities in Grades 6 Through 12: A Synthesis of the Literature (2010, background): “The benefits reported in the literature include improved academics (e.g., reading, comprehension, math computation), desirable behaviors (e.g., on-task, motivation), and improved social interactions or relationships such as making friends (Brady, 1997; Mastropieri et al., 2006).”
Science Instruction for Students with Learning Disabilities: A Meta–Analysis (2011, methodology): “The intervention aggregated in this category includes peer-assisted learning (Mastropieri et al., 2006), pullout explicit instruction method (i.e., direct teaching of rules to guide scientiﬁc inquiry and use of spe-ciﬁc examples and nonexamples) on science concepts and the scientiﬁc method…”
Differentiated instruction: the diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles (2020, result): “…studies confirm the positive impact of DI on student learning in terms of students’ academic achievements and students’ attitudes about learning in both primary (e.g. Reis et al. 2011; Valiandes 2015) and secondary education (e.g. Endal, Padmadewi, and Ratminingsih 2013; Mastropieri et al. 2006).”
Science Learning in Special Education: The Case for Constructed Versus Instructed Learning (2007, methodology): “…recently, we conducted similar research in middle school classes, in which class-wide peer tutoring was employed in the context of a number of different game-like activities intended to promote recall and understanding of science content relevant to high-stakes testing (Mastropieri et al., 2006).”