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Supported Inquiry Science: Teaching for Conceptual Change in Urban and Suburban Science Classrooms.
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Dalton, Bridget; Morocco, Catherine Cobb; Tivnan, Terrence; Mead, Penelope L. Rawson – Journal of Learning Disabilities, 1997
This study compared effects of two approaches to hands-on science, supported inquiry science (SIS) and activity-based science, in six urban and two suburban fourth-grade general education classrooms involving 172 students, 33 of whom had learning disabilities (LD). The study found that students with and without LD demonstrated greater concept…
Descriptors: Concept Formation, Discovery Learning, Educational Methods, Elementary Education
The Social Construction of Ability and Disability: II. Optimal and At-Risk Lessons in a Bilingual Special Education Classroom.
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Ruiz, Nadeen T. – Journal of Learning Disabilities, 1995
Bilingual students' language and literacy skills were compared across three classroom events (varying in degree of formality) in a special classroom for students with language learning disabilities. Results showed that certain contextual features (usually holistic-constructivist in nature) were associated with enhanced student performance, whereas…
Descriptors: Bilingual Education, Bilingual Students, Communication Skills, Constructivism (Learning)