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West Ashley Library
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Folly Beach Library
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Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Phone: (843) 805-6888
Village Library
9 a.m. – 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
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Otranto Road Library
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McClellanville Library
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Keith Summey North Charleston Library
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Hurd/St. Andrews Library
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Impact of the Design of U.S. History Textbooks on Content Acquisition and Academic Engagement of Special Education Students: An Experimental Investigation.
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- Author(s): Harniss, Mark K.; Caros, Jennifer; Gersten, Russell
- Source:
Journal of Learning Disabilities. Mar/Apr2007, Vol. 40 Issue 2, p100-110. 11p. 2 Charts, 1 Graph. - Source:
- Additional Information
- Subject Terms:
- Subject Terms:
- 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. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Journal of Learning Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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