Content Area Learning in Middle School Social Studies Classrooms and Students with Emotional or Behavioral Disorders: A Comparison of Strategies.

Spencer, Vicky G.; Scruggs, Thomas E.; Mastropieri, Margo A.

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Peer reviewed

ERIC Number: EJ673106

Record Type: Journal

Publication Date: 2003

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0198-7429

EISSN: N/A

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Content Area Learning in Middle School Social Studies Classrooms and Students with Emotional or Behavioral Disorders: A Comparison of Strategies.

Spencer, Vicky G.; Scruggs, Thomas E.; Mastropieri, Margo A.

Behavioral Disorders, v28 n2 p77-93 Feb 2003

A study involving 30 middle school students with emotional or behavioral disorders investigated use of integrated explicit strategy instruction in social studies classes using a peer tutoring format. After four weeks, students who received peer tutoring scored higher on content tests and on-task behavior while in the tutoring condition. (Contains references.) (Author/CR)

Descriptors: Behavior Disorders, Behavior Modification, Classroom Techniques, Educational Strategies, Emotional Disturbances, Middle School Students, Middle Schools, Outcomes of Education, Peer Teaching, Secondary Education, Social Studies

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A