Students with and without learning disabilities in high school chemistry classes, either co-taught or self-contained, received instruction on calculating molar conversions using universal design for learning (UDL) or business-as-usual techniques. For Study 1, posttest scores of students with and without learning disabilities (LD) in co-taught…

The main purpose of the study is to gain insight on to what extent taking a science methods course correlated with the science teaching pedagogical preferences of pre-service science teachers. The study recruited twenty K-8 teacher education students enrolled in lower division science courses at a large American public university, some of whom had…

In theory, both virtual manipulatives and explicit instruction are viable options to support students with disabilities as they learn mathematics. This study explored the effect of a treatment package--an app-based virtual manipulative (Cuisenaire® Rods) in conjunction with explicit instruction--on students' acquisition and generalization of…

Cooperation is an observable and measurable relationship skill identified within social and emotional learning paradigms. Although cooperation plays a role in the academic and behavioral development of students, educators may not have the time, expertise, or motivation to target cooperation skills explicitly. Self-monitoring, grounded in…

In this guide, the authors provide 5 key practices for teachers and families to support all students, including students with disabilities, at school and home. The authors identified a small number of practices that have a big impact on student learning and social-emotional-behavioral growth. These five key practices include: (1) Develop, teach,…

Discussion is a well-known tool for promoting reading comprehension in secondary-level English classes for students at all levels of reading skill, especially when the discussion promotes argumentation. However, researchers know little about how struggling readers use discussion, mainly because low-track English classes have tended to focus on…

Response-prompting procedures are a form of systematic direct instruction based on the principles of ABA. Researchers have identified six specific and distinct response-prompting procedures for teaching both academic and functional skills: (1) graduated guidance; (2) most-to-least prompting; (3) system of least prompts; (4) progressive time delay;…

This quantitative study sought to compare the levels of motivation and engagement for middle school students before and after the implementation of both project-based learning and direct instruction. Student participants completed the Intrinsic Motivation Inventory [IMI] (Deci & Ryan, 2017) to assess their levels of motivation prior to and…

The purpose of this study was to assess the effectiveness of explicit instruction, compared to constructivist instruction, in teaching subtraction in schools with a high concentration of students from a disadvantaged social background: eighty-seven second graders (mean age in months = 90.95, SD = 5.30). Two groups received explicit versus…

Planning plays an important role in the production of written texts. Little is known about why children plan and the plans they create when they are not explicitly instructed. This study explores the plans that elementary school children in Years 1, 3, and 5 create before writing a text. We compared performance of children educated in Catalan and…

Providing group instruction with high levels of opportunities to respond, including unison responding, is critical to maximize the educational instruction of individuals with autism spectrum disorders (ASD) in public schools. Direct Instruction (DI) has shown promise in teaching skills to students with ASD. DI is generally taught to small groups…

The aim of this study is to determine the influences of Problem Based Learning and learning interest at improving the cognitive learning outcomes in social science of fourth-grade elementary school students. This study is a quasi-experiment study with pre-test and post-test control group design. The sample collection is taken with stratified…

Self-regulated strategy development (SRSD) has extensive evidence of improving student writing; however, few studies have investigated the relative importance of specific self-regulation components in SRSD. Twelve students in Grades 5 to 7 were assigned to one of two, 5-week SRSD conditions for persuasive writing that differed in instruction on…

Learning and performance are not always commensurable. Conditions that maximize performance in the initial learning may not maximize learning in the longer term. I exploit this incommensurability to theoretically and empirically interrogate four possibilities for design: productive success, productive failure, unproductive success, and…

This study investigated the effects of a Direct Instruction (DI) reading comprehension program on the reading comprehension skills of adolescents with autism spectrum disorder or intellectual disability. Although the effectiveness of DI programs has been well documented in disability and instructional literature, effectiveness of DI for…