Teaching materials were developed for increasing learning in important history content, and teachers, parents, and peers were trained in strategies for implementing these materials in inclusive classrooms, using a variety of procedures. After a 9-week period of guided and supervised instruction, results from posttests indicated that higher student achievement resulted from the implementation of experimental materials by trained teachers, parents, and peers. A significant condition by group interaction revealed that, although both student groups benefited, the peer-tutoring procedure differentially facilitated learning by students with mild disabilities in inclusive classrooms. Implications for teaching, and for teacher and parent training are provided.

Research on Science

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Training teachers, parents, and peers to implement effective teaching strategies for content area learning

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