Web-based history learning environments: Helping all students learn and like history

Intervention in School and Clinic

Volumn 43, Issue 1, 2007, Pages 3-11

  Okolo, Cynthia M ^a,b   Englert, Carol Sue ^b   Bouck, Emily C ^c   Heutsche, Anne M ^b  

^a Department of Special Education ^*

^b MICHIGAN STATE UNIVERSITY   (United States)

^c PURDUE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34548563325     PISSN: 10534512     EISSN: None     Source Type: Journal    
DOI: 10.1177/10534512070430010101     Document Type: Review

References (33)

1. Armbruster, B. B., & Anderson, T. H. (1984). Structures of explanations in history textbooks, or so what if Governor Stanford missed the spike and hit the rail? Journal of Curriculum Studies, 16, 247-274.
2. Ayers, E. (1999, April). The pasts and futures of digital history. Paper presented at the Organization of American Historians meeting, Toronto, Canada.
3. Baker, S., Gersten, R., & Dimino, J. A. (2004). The sustained use of research-based instructional practice: A case study of peer-assisted learning strategies in mathematics. Remedial and Special Education, 25, 5-24.
4. Bass, R., & Rosenzweig, R. (1991). Rewiring the history and social studies classroom: Needs, frameworks, dangers, and proposals (Department of Education Forum on Technology in K-12 education: Envisioning a new future). Washington, DC: U.S. Department of Education.
5. Bean, R. M., Zigmond, N., & Hartman, D. K. (1994). Adapted use of social studies textbooks in elementary classrooms: Views of classroom teachers. Remedial and Special Education, 15, 216-226.
6. Beck, I. L., & McKeown, M. G. (1991). Substantive and methodological considerations for productive textbook analysis. In J. P. Shaver (Ed.), Handhook of research on social studies teaching and learning (pp. 496-512). New York: Macmillan.
7. Brophy, J. (1990). Teaching social studies for understanding and higher-order applications. The Elementary School Journal, 90, 351-417.
8. Dalton, B., Morocco, C. C., & Tivnan, T. (1997). Supported inquiry science: Teaching for conceptual change in urban and suburban science classrooms. Journal of Learning Disabilities, 30, 670-684.
9. De La Pai, S. (2005). Effects of historical reasoning instruction and writing strategy mastery in culturally and academically diverse middle school classrooms. Journal of Educational Psychology, 91, 137-156.
10. Deshler, D. D. (2005). Adolescents with learning disabilities: Unique challenges and reasons for hope. Learning Disability Quarterly, 28(2), 122-124.
11. Dockterman, D. (n.d.). Decisions, decisions (Version 5.0) [Computer software]. Watertown, MA: Tom Snyder Productions.
12. Englert, C. S., Manalo, M., & Zhao, Y. (2004). I can do it better on the computer: The effects of technology-enabled scaffolding on young writers' composition. Journal of Special Education Technology, 19, 5-21.
13. Ferretti, R. P., MacArthur, C. D., & Okolo, C. M. (2001). Teaching for historical understanding in inclusive classrooms. Learning Disability Quarterly, 24, 59-71.
14. Ferretti, R. P., & Okolo, C. M. (1996). Authenticity in learning: Multimedia design projects in social studies for students with disabilities. Journal of Learning Disabilities, 29, 450-460.
15. Fuchs, L. S., Fuchs, D., & Finelli, R. (2004). Expanding schema-based transfer instruction to help third graders solve real-life mathematical problems. American Educational Research Journal, 41, 419-445.
16. Gersten, R. (2005, April). Eyes on the prize. Paper presented at the annual meeting of the Council for Exceptional Children, Baltimore, MD.
17. Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30, 207-241.
18. Hindin, A., Morocco, C. C., & Aguilar, C. M. (2001). "This book lives in our school": Teaching middle school students to understand literature. Remedial and Special Education, 22, 204-213.
19. Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004) (reauthorization of the Individuals with Disabilities Act of 1990)
20. History Alive. (n.d.). [Computer software]. Rancho Cordova, CA: Teachers' Curriculum Institute.
21. Lee, J. K. (2002). Digital history in the history/social studies classroom. The History Teacher, 35, 503-517.
22. Mastropieri, M. A., Scruggs, T. E., & Magnusen, M. (1999). Activities-oriented science instruction for students with disabilities. Learning Disabilities Quarterly, 22, 240-249.
23. Mathes, P. G., Torgesen, J. K., & Clancy-Menchetti, J. (2003). A comparison of teacher-directed versus peer-assisted instruction to struggling first-grade readers. The Elementary School Journal, 103, 459-479.
24. Montague, M. (2003). Teaching division to students with learning disabilities: A constructivist approach. Exceptionality, 11, 165-175.
25. Okolo, C. M., Englert, C. S., Bouck, E. C., & Heutsche, A. M. (2007). Web-based history instruction in an inclusive eighth-grade classroom. Manuscript in preparation.
26. Okolo, C. M., & Ferretti, R. P. (1996). Knowledge acquisition and multimedia design in the social studies for children with learning disabilities. Journal of Special Education Technology, 13, 91-103.
27. Okolo, C. M., Ferretti, R. P., & MacArthur, C. D. (2002). Westward expansion and the ten-year-old mind: Teaching for historical understanding in a diverse classroom. In J. E. Brophy (Ed.), Advances in research on teaching: Vol. 9. Social constructivist teaching: Affordances and constraints (pp. 120-136). New York: JAI Press.
28. Palincsar, A. S., Magnusson, S. J., & Collins, K. M. (2001). Making science accessible to all: Results of a design experiment in inclusive classrooms. Learning Disability Quarterly, 24, 15-32.
29. Paxton, R. J. (1999). A deafening silence: History textbooks and the students who read them. Review of Educational Research, 69, 315-339.
30. Pomerantz, L. (2001). Bridging the digital divide: Reflections on "Teaching and learning in the digital age." The History Teacher, 34, 509-522.
31. Stearns, P. N., Seixas, P., & Wineburg, S. (2000). (Eds.). Knowing, teaching, and learning history. New York: New York University Press.
32. VanSledright, B. (2002). Confronting history's interpretive paradox while teaching fifth graders to investigate the past. American Educational Research Journal, 39(4), 1089-1115.
33. Woodward, J., & Montague, M. (2002). Meeting the challenge of mathematics reform for students with LD. The Journal of Special Education, 36, 89-101.