Biomedical subjects

W Bursuck

Publications and source records attributed to W Bursuck.

3 recordsLinked to original sources

PubMed1993

History strategy instruction: problem-solution-effect analysis, timeline, and vocabulary instruction.

This multiple baseline study investigated the effectiveness of history strategy instruction emphasizing the linkage of knowledge in teaching junior high students with behavior disorders. The intervention included 24 students and 3 teachers across three classes for 3-6 weeks. The strategy included a scripted curriculum involving brisk student-teacher interchanges; student note taking and constructing of timelines and vocabulary definitions; and reciprocal questioning, using a carefully selected history textbook. Results indicate that the history strategy was effective; students in each class showed immediate and educationally significant improvement compared with baseline instruction that employed traditional history instruction.

Adolescent↗

PubMed1991

The search for a unified social studies curriculum: does history really repeat itself?

A bulwark of democracy is an informed electorate. Recently, disturbing evidence has been presented indicating that young Americans lack the knowledge of democratic principles and history required by our democracy. One explanation for this complex problem concerns the nature of the social studies instruction that our children are receiving. In this article, common practices in social studies instruction are described and critiqued, and an alternative, more conceptually based model of history instruction that is of potential benefit to students with learning disabilities is proposed.

Adolescent↗

PubMed1989

A comparison of students with learning disabilities to low achieving and higher achieving students on three dimensions of social competence.

Research continues to accumulate attesting to the fact that many children with learning disabilities are experiencing social difficulties in school. Nonetheless, it is also clear that achievement deficits, with or without the presence of a handicapping condition, are also related to social problems in the classroom. Several studies attempting to clarify the relative roles of handicapping condition and achievement in social adjustment have produced mixed results. The purpose of the present study was to clarify this issue further by examining the social differences between elementary school students with learning disabilities and other low achieving and higher achieving children on three social dimensions: sociometric status, behavior as rated by teachers, and self-ratings of social competence. The results indicated that the children with learning disabilities may be a higher risk socially than their low achieving and higher achieving peers. Variables that may account for these results are discussed as well as directions for future research.

Achievement↗