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Direct linkMutch-Jones, Karen; Puttick, Gillian; Minner, Daphne – Journal of Research in Science Teaching, 2012
The Lesson Study for Accessible Science (LSAS) project created middle school teams comprised of both science and special education teachers who engaged in collaborative work to improve instruction in inclusive classrooms. The intervention is based on Lesson Study, a professional development approach that originated in Japan, which supports the…
Descriptors: Expertise, Middle School Teachers, Learning Disabilities, Intervention
Peer reviewedBay, Mary; And Others – Journal of Research in Science Teaching, 1992
Reports a study comparing direct instruction with discovery teaching on learning disabled (n=10), behaviorally disordered (n=6), and nonhandicapped (n=91) students' science achievement. No significant differences were found in the immediate posttest scores for mode of instruction. Discovery learning students outperformed others on a retention test…
Descriptors: Discovery Learning, Educational Research, Elementary Education, Learning Disabilities
