Peer‐Mediated Instruction in Inclusive Secondary Social Studies Learning: Direct and Indirect Learning Effects

Ten inclusive middle school social studies classes, including 133 general education students, and 24 students with mild disabilities (21 with learning disabilities and 3 with emotional disabilities), were assigned at random to a traditional instruction condition, or an experimental condition involving classwide peer tutoring with specialized materials and parent training. After 18 weeks of instruction, posttest data revealed that students in the experimental condition gained significantly more than students in the traditional instruction condition. These effects were observed on content included in the tutoring intervention, as well as on related content that was taught but not included in the tutoring intervention. Results are discussed within the context of recent research on inclusive secondary content area instruction.     

Toward hospital library standards in Canada

A report is given on Canadian hospital library standards as recently developed and incorporated in a new Guide to Hospital Accreditation, 1977. The new Canadian standards are compared with MLA recommendations to the Joint Commission on Accreditation of Hospitals. Their development is sketched and the contribution from Quebec of a model of hospital classification is examined. This model provides differential minimal library standards based on the function of the hospital rather than on its size alone. Use of these minimal standards as a practical means of developing hospital libraries is discussed and their implications for accreditation visits are underlined.