Research article summary (published 27 Feb 2007):

Impact of the design of U.S. history textbooks on content acquisition and academic engagement of special education students: an experimental investigation.

Full Abstract

We used randomized controlled trials to compare the impact of the designs of 2 United States history textbooks on the content acquisition and behavior of 8th-grade students identified for special education services or identified as low achieving. We also investigated whether teachers differed in their use of instructional activities and questioning strategies based on the type of text used. Our findings suggest that students learned more history content, were more actively engaged, and answered more questions correctly when using the experimental textbook. Teachers used different activities depending on which textbook they used, but did not differ in types of questions asked.

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Author information

Author/s: Harniss, Mark K (MK); Caros, Jennifer (J); Gersten, Russell (R);

Affiliation: University of Washington, Seattle 98195, USA.

Journal and publication information

Publication Type: Journal Article; Randomized Controlled Trial; Research Support, U.S. Gov't, Non-P.H.S.

Journal: Journal of learning disabilities (J Learn Disabil), published in United States. (Language: eng)

Reference: -2007 Mar-Apr; vol 40 (issue 2) : pp 100-10

Dates: Created 2007/03/26; Completed 2007/05/01; Revised 2007/11/15;

PMID: 17380985, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

Comments and Corrections

CommentIn: J Learn Disabil. 2007 Mar-Apr;40(2):183-9. (PMID: 17380993)

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Achievement Adolescent Curriculum Education, Special History Humans

Learning Neuritis, Autoimmune, Experimental Students Teaching - methods Textbooks as Topic - standards United States

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