Instruction and Learning in Middle School Science Classes: Implications for Students with Disabilities
Abstract
In this study we employed a two-dimensional framework consisting of knowledge forms and intellectual operations to analyze curriculum materials, teacher-mediated instruction, and student use of information on essay and traditional criterion-referenced measures. Findings suggested that student perceptions and learning may be governed by a complex interaction between curriculum materials and teacher-mediated instruction rather than by only curriculum or teaching. Teacher use of information in complex intellectual operations during interactive instruction may be associated with student performance, but low-achieving students may need more exposure to information to take full advantage of teacher modeling.
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The approach provides a mechanism for special education teachers to collaborate with general education content teachers effectively.
“Furthermore, the approach provides a mechanism for special education teachers to collaborate with general education content teachers in an effective manner [182].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [182]
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References 52 · Cited by 23
- Authors
- Nolet, V., & Tindal, G.
- Affiliations
- University of Maryland, College Park (US)
- University of Oregon (US)
- ORCID
- Tindal, Gerald
- Venue
- The Journal of Special Education
- Publisher
- SAGE Publications
- Published
- 1994-07
- Volume
- 28
- Issue
- 2
- Pages
- 166-187
- ISSN
- 0022-4669 (ISSN-L)
- 1538-4764
- OpenAlex
- W2153927022
- Cited by
- 23
- References
- 52
- Citations by year
- 2026: 1 · 2019: 1 · 2017: 2 · 2013: 3 · 2012: 1
- FWCI
- 4.70
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of Special Education (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Educational Assessment and Pedagogy
- Keywords
- junior high school science, students with disabilities, curriculum materials, knowledge forms, intellectual operations, student performance, low-achieving students, teacher modeling, student perceptions
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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