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Teaching new biology concepts to ninth graders can be tough, and teaching students with disabilities even tougher—but we are accountable for all students. These authors used a cooperative learning strategy called Collaborative Strategic Reading in an inclusive ninth-grade biology class to see whether they could "hook" students and, at the same time, improve students' scientific vocabulary. This article describes their experience.


Type Journal ArticlePub Date 3/1/2011Stock # tst11_078_03_45Volume 078Issue 03

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