Peer relationships of students with intellectual disabilities in special needs classrooms – a systematic review

Students with intellectual disabilities (ID) often experience difficulties in their peer relationships at school. Although a broad knowledge base on peer relationships in inclusive classrooms exists, much less is known about peer relationships in special needs classrooms. We conducted a systematic review of the literature on peer relationships in special needs classrooms for students with ID. Studies that provided information on social status, social interactions, friendships, or the classroom networks of students with ID in special needs classrooms were included. Findings from 36 studies suggest that students with ID in special needs classrooms develop and maintain differentiated peer relationships. The characteristics of these peer relationships vary depending on student (e.g., cognitive skills) and classroom factors (e.g., type of special needs classroom). Results are discussed in terms of their relevance for supporting peer relationships between students with ID. Future directions for studying peer relationships in special needs classrooms are proposed.     

Teacher Conceptions and Approaches Associated with an Immersive Instructional Implementation of Computer-Based Models and Assessment in a Secondary Chemistry Classroom

This paper reports on a case study of an immersive and integrated multi-instructional approach (namely computer-based model introduction and connection with content; facilitation of individual student exploration guided by exploratory worksheet; use of associated differentiated labs and use of model-based assessments) in the implementation of coupled computer-based models and assessment in a high-school chemistry classroom. Data collection included in-depth teacher interviews, classroom observations, student interviews and researcher notes. Teacher conceptions highlighted the role of models as tools; the benefits of abstract portrayal via visualizations; appropriate enactment of model implementation; concerns with student learning and issues with time. The case study revealed numerous challenges reconciling macro, submicro and symbolic phenomena with the NetLogo model. Nonetheless, the effort exhibited by the teacher provided a platform to support the evolution of practice over time. Students' reactions reflected a continuum of confusion and benefits which were directly related to their background knowledge and experiences with instructional modes. The findings have implications for the role of teacher knowledge of models, the modeling process and pedagogical content knowledge; the continuum of student knowledge as novice users and the role of visual literacy in model decoding, comprehension and translation.     

From scientific practice to high school science classrooms: Transfer of scientific technologies and realizations of authentic inquiry

The Biology Workbench (BW) is a web‐based tool enabling scientists to search a wide array of protein and nucleic acid sequence databases with integrated access to a variety of analysis and modeling tools. The present study examined the development of this scientific tool and its consequent adoption into the context of high school science teaching in the form of the Biology Student Workbench (BSW). Participants included scientists, programmers, science educators, and science teachers who played key roles along the pathway of the design and development of BW, and/or the adaptation and implementation of BSW in high school science classrooms. Participants also included four teachers who, with their students, continue to use BSW. Data sources included interviews, classroom observations, and relevant artifacts. Contrary to what often is advocated as a major benefit accruing from the integration of authentic scientific tools into precollege science teaching, classroom enactments of BSW lacked elements of inquiry and were teacher‐centered with prescribed convergent activities. Students mostly were preoccupied with following instructions and a focus on science content. The desired and actual realizations of BSW fell on two extremes that reflected the disparity between scientists' and educators' views on science, inquiry science teaching, and the related roles of technological tools. Research on large‐scale adoptions of technological tools into precollege science classrooms needs to expand beyond its current focus on teacher knowledge, skills, beliefs, and practices to examine the role of the scientists, researchers, and teacher educators who often are involved in such adoptions. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 37–70, 2011