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  • Title: History strategy instruction: problem-solution-effect analysis, timeline, and vocabulary instruction.
    Author: Kinder D, Bursuck W.
    Journal: Except Child; 1993 Feb; 59(4):324-35. PubMed ID: 8477785.
    Abstract:
    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.
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