| Abstract: | 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) |
