This multiple baseline study investigated the effectiveness of history strategy instruction emphasizing the linkage of knowledge in teaching junior high students with behavior disorders. The intervention included 24 students and 3 teachers across three classes for 3–6 weeks. The strategy included a scripted curriculum involving brisk student-teacher interchanges; student note taking and constructing of timelines and vocabulary definitions; and reciprocal questioning, using a carefully selected history textbook. Results indicate that the history strategy was effective; students in each class showed immediate and educationally significant improvement compared with baseline instruction that employed traditional history instruction.
Get full access to this article
View all access options for this article.
References
1.
AndersonT. H.ArmbrusterB. B., & KantorR. N. (1980). How clearly written are children's textbooks? Or of bladderworts, and alfa. (Report No. CS 005 649). Cambridge: Bolt, Baranck, and Newman, Inc. (ERIC Document Reproduction Service No. ED 192 275).
2.
ArmbrusterB. B. (1984). The problem of “inconsiderate text.” In DuffyG. G.RoehlerL. R., & MasonJ. (Eds.), Comprehension instruction: Perspectives and suggestions (pp. 202–217). New York: Longman.
3.
ArmbrusterB. B. (1986). Schema theory and the design of content-area textbooks. Educational Psychologist, 21, 253–267.
4.
ArmbrusterB. B., & AndersonT. H. (1988). On selecting “considerate” content area textbooks. Remedial and Special Education, 9(1), 47–52.
5.
ArmentoB. (1986). Research on teaching social studies. In WitrockM. (Ed.), Handbook of research on teaching (3rd ed., pp. 942–951). New York: Macmillan.
6.
BeckI. L., & McKeownM. G. (1991, April). Using what students know and don't know in designing history instruction. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
7.
BeckI. L.McKeownM. G., & GromollE. W. (1989). Learning from social studies texts. Cognition and Instruction, 6(2), 99–158.
8.
BorgW. R., & GallM. D. (1983). Educational research. New York: Longman.
9.
BrophyJ. (1990). Teaching social studies for understanding and higher-order applications. The Elementary School Journal, 90, 351–417.
10.
BrophyJ. (1991, April). Fifth-grade American history: How one teacher arranged to focus on key ideas in depth. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
11.
CarnineD. (1991). Curricular interventions for teaching higher order thinking to all students. Journal of Learning Disabilities, 24, 261–269.
12.
CrabtreeC. (1989). Improving history in the schools. Educational Leadership, 47(3), 25–28.
13.
EngelmannS., & CarnineD. (1982). Theory of instruction: Principles and applications. New York: Irvington.
14.
EpsteinM. H.KinderD., & BursuckB. (1989). The academic status of adolescents with behavior disorders. Behavioral Disorders, 14, 157–165.
15.
FoleyR. (1989). Correlates of academic achievement of adolescents with behavior disorders. Unpublished doctoral dissertation, Northern Illinois University, DeKalb.
16.
FryE. B. (1978). Fry readability scale. Providence, RI: Jamestown.
17.
GerstenR.CarnineD., & GreenS. (1982). The principal as instructional leader: A second look. Educational Leadership, 40, 47–50.
18.
HubermanA. M., & MilesM. B. (1984). Innovation up close, how school improvement works. New York: Plenum Press.
19.
KaltsounisT. (1987). Teaching social studies in the elementary school (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.
20.
KameenuiE. J., & SimmonsD. C. (1990). Designing instructional strategies: The prevention of academic learning problems. Columbus, OH: Merrill.
21.
KinderD. (1989). Teachers' guide. Unpublished manuscript, Educational Research and Services Center, DeKalb, IL.
22.
KinderD., & BursuckW. (1991). The search for a unified social studies curriculum: Does history really repeat itself. Journal of Learning Disabilities, 24, 270–275.
23.
KinderD.BursuckB., & EpsteinM. (1992). An evaluation of history textbooks. Journal of Special Education, 25, 472–491.
24.
LoucksS. F., & ZaccheiD. A. (1983). Applying our findings to today's innovations. Educational Leadership, 41, 28–31.
25.
NewmanF. M. (1988). Can depth replace coverage in the high school curriculum?Phi Delta Kappan, 69, 345–348.
26.
Office of Special Education and Rehabilitation Services. (1986). Seventh annual report to Congress on the implementation of the education of the handicapped act. Washington, DC: U.S. Department of Education.
27.
PalinscarA. S., & BrownA. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction, 1(2), 117–175.
28.
ParkerW. C. (1991). Renewing the social studies curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.
29.
PattonJ. R.PollowayE. A., & CroninM.E. (1987). Social studies instruction for handicapped students: A review of current practices. The Social Studies, 78, 131–135.
30.
PrawatR. S. (1989). Promoting access to knowledge, strategy, and disposition in students: A research synthesis. Review of Educational Research, 59(1), 1–41.
31.
RavitchD., & FinnC. E. (1987). What do our 17-year-olds know?New York: Harper & Row.
32.
ReichJ. R., & BillerE. L. (1988). United States History. Austin, TX: Holt, Rinehart & Winston.
33.
RubinA. (1985). How useful are readability formulas? In OsbornJ.WilsonP. T., & AndersonR. C. (Eds.), Reading education: Foundations for a literate America (pp. 61–77). Lexington, MA: Lexington Books.
34.
RushR. T. (1985). Assessing readability: Formulas and alternatives. The Reading Teacher, 38, 274–283.
35.
ShinnM. R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. New York: Guilford Press.
36.
TawneyJ. W., & GastD. L. (1984). Single subject research in special education. Columbus, OH: Merrill.
37.
TysonH., & WoodwardA. (1989). Why students aren't learning very much from textbooks. Educational Leadership, 47(3), 14–17.
38.
VossJ. F. (1986). Social studies. In DillonR. F. & SternbergR. J. (Eds.), Cognition and instruction (pp. 205–239). Orlando: Academic Press.
39.
WhiteJ. J. (1988). Searching for substantial knowledge in social studies texts. Theory and Research in Social Education, 14, 115–140.
40.
ZakariaS. B. (1988). Students who are ignorant of the past are endangering our future. The American School Board Journal, 175(9), 17–20, 37.
