The use and effectiveness of analogical instruction in diverse secondary content classrooms.

The purpose of these studies was to explore the use of analogies while teaching important concepts in secondary content classrooms containing students of diverse abilities. Various research methodologies were used to determine the effects of an analogically based routine on student learning and the effects of training on teacher use of the routine. Measures included students' knowledge of concepts, the numbers and types of analogies teachers used, teacher use of elements of the instructional routine, and teacher and student satisfaction. Teacher use of the routine led to increased student retention and expression of information. In addition, teachers easily learned the routine and used considerably more analogies to instruct concepts after they became familiar with the routine. Teachers indicated that they were satisfied with the routine; students were less satisfied with the routine than were the teachers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The use and effectiveness of a comparison routine in diverse secondary content classrooms.

The purpose of this investigation was to explore teachers' use and effectiveness of a comparison routine to help students understand comparisons of important content information in secondary content classes containing students of diverse ability. Various research methodologies, including single-subject and large-group experimental designs, were used. Measures included students' knowledge of information involving comparisons, the numbers and types of comparisons teachers used, teachers' use of the instructional routine, and teachers' and students' satisfaction with the instruction. Use of the routine led to significantly better retention and expression of information by students in the experimental condition compared with students participating in a traditional lecture-discussion format. Teachers easily learned the routine, delivered more complete instruction, and used the routine to teach regularly scheduled curricula. Teachers indicated that they were satisfied with the routine; in general, students were neither satisfied nor dissatisfied with the routine. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effectiveness of a question-exploration routine for enhancing the content learning of secondary students.

The purpose of this study was to examine the effects of a question-exploration routine and an associated graphic organizer on students' ability to think about and answer complex questions. Participants were 116 students of diverse abilities in seven 7th grade classes. The effects of the routine were compared with the effects of a traditional lecture-discussion format using a counterbalanced design. The measure, composed of matching, multiple-choice, and short-answer questions, assessed students' knowledge and comprehension of facts, main ideas, and relationships that require higher order thinking. Overall, significant differences representing large to very large effect sizes were found between the total test scores of students in the 2 groups. Specifically, students taught using the question-exploration routine earned higher total test scores than did students taught using the lecture-discussion method. Similar differences were found for matching, multiple-choice, and short-answer items. The scores earned by subgroups of students (high achievers, average achievers, low achievers, and students with disabilities) followed the same general pattern. Students in all subgroups had more difficulty conveying main ideas in writing than in multiple-choice formats. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Examining the instructional contexts of students with learning disabilities

This review of the literature examines how instructional contexts for elementary and secondary level students with learning disabilities have been studied in the past 10 years through a variety of methodological approaches and observation instruments. These studies employed some direct measure of classroom ecology, as well as some measure of the teacher or students' classroom behavior. Information included the time that students were engaged in different activities in different settings, interactions between teachers and students, and students' classroom behavior.