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Improving Student Content Knowledge in Inclusive Social Studies Classrooms Using Technology-Based Cognitive Organizers: A Systematic Replication

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Title: Improving Student Content Knowledge in Inclusive Social Studies Classrooms Using Technology-Based Cognitive Organizers: A Systematic Replication
Language: English
Authors: Boon, Richard T., Burke, Mack D., Fore, Cecil, III, Hagan-Burke, Shanna
Source: Learning Disabilities: A Contemporary Journal. Mar 2006 4(1):1-17.
Availability: Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2006
Document Type: Journal Articles
Reports - Research
Education Level: Grade 10
High Schools
Descriptors: Textbooks, Mild Disabilities, Educational Technology, Social Studies, Knowledge Level, Computer Uses in Education, Computer Software, Teaching Methods, Comprehension, Course Content, High School Students, Inclusive Schools, Mainstreaming, Grade 10, Instructional Effectiveness, Learning Disabilities, Emotional Disturbances
ISSN: 1937-6928
Abstract: The purpose of this study was to conduct a systematic replication of a previous study (Boon, Burke, Fore, & Spencer, 2006) on the effects of computer-generated cognitive organizers using Inspiration 6 software versus a traditional textbook instruction format on students' ability to comprehend social studies content information in high school inclusive social studies classes. A major goal was to strengthen the results of the previous study by using its control group as the treatment group and its treatment group as the control group in the current study. After ensuring that no carry-over effects from the previous study existed, the groups were "flipped," and using a quasi-experimental pretest-posttest group design, 26 tenth-grade students in general education and 18 students with mild disabilities received instruction using a computerized cognitive organizer or traditional textbook instruction format. Dependent measures included a 45- item open-ended production pre-/posttest of declarative social studies knowledge to assess the effectiveness of the intervention. Results showed that students in the computerized cognitive organizer condition significantly outperformed students in the traditional textbook instruction condition. (Contains 4 tables.)
Abstractor: As Provided
Entry Date: 2008
Accession Number: EJ797677
Database: ERIC
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  Data: Improving Student Content Knowledge in Inclusive Social Studies Classrooms Using Technology-Based Cognitive Organizers: A Systematic Replication
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  Data: <searchLink fieldCode="SO" term="%22Learning+Disabilities%3A+A+Contemporary+Journal%22"><i>Learning Disabilities: A Contemporary Journal</i></searchLink>. Mar 2006 4(1):1-17.
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  Data: Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
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  Data: The purpose of this study was to conduct a systematic replication of a previous study (Boon, Burke, Fore, & Spencer, 2006) on the effects of computer-generated cognitive organizers using Inspiration 6 software versus a traditional textbook instruction format on students' ability to comprehend social studies content information in high school inclusive social studies classes. A major goal was to strengthen the results of the previous study by using its control group as the treatment group and its treatment group as the control group in the current study. After ensuring that no carry-over effects from the previous study existed, the groups were "flipped," and using a quasi-experimental pretest-posttest group design, 26 tenth-grade students in general education and 18 students with mild disabilities received instruction using a computerized cognitive organizer or traditional textbook instruction format. Dependent measures included a 45- item open-ended production pre-/posttest of declarative social studies knowledge to assess the effectiveness of the intervention. Results showed that students in the computerized cognitive organizer condition significantly outperformed students in the traditional textbook instruction condition. (Contains 4 tables.)
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      – Text: English
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        PageCount: 17
        StartPage: 1
    Subjects:
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Mild Disabilities
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Social Studies
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Computer Uses in Education
        Type: general
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Comprehension
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      – SubjectFull: Course Content
        Type: general
      – SubjectFull: High School Students
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      – SubjectFull: Inclusive Schools
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      – SubjectFull: Mainstreaming
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      – SubjectFull: Grade 10
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Learning Disabilities
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      – SubjectFull: Emotional Disturbances
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      – TitleFull: Improving Student Content Knowledge in Inclusive Social Studies Classrooms Using Technology-Based Cognitive Organizers: A Systematic Replication
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