eric.ed.gov har udgivet: This article describes how a math intervention was developed based on five standards needed to be an effective math teacher of students with disabilities and four validated practices shown to be effective with students with disabilities. Emphasis was placed on the importance of explicitly teaching these strategies in teacher education methods courses. Preliminary data indicated that when these standards and validated practices were used to teach first grade students at risk for math failure, achievement gains were seen and preservice teachers felt they gained knowledge about teaching students mathematics. Link til kilde
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eric.ed.gov har udgivet: Research examined how three middle school teachers included students with disabilities in their general education classrooms. Purposive sampling was used to select a sixth grade science teacher, seventh grade social studies teacher, and eighth grade math teacher whose classrooms were identified as exemplifying the characteristics of inclusive settings. Each participant had at least six years of teaching experience. The qualitative techniques of interviews, observations, and document analyses were utilized to tell the stories of the three teachers. The specific themes and areas that emerged from the data were preparation, attitudes, and expectations; planning time, collaboration and in-class supports; and instructional strategies. Data revealed that all participants had little pre-service preparation specific to working with students with disabilities and varying levels of in-class supports, but all had positive… Continue Reading →
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eric.ed.gov har udgivet: Current educational reform in mathematics education reflects attempts to incorporate the Common Core State Standards (CCSS). The CCSS decrees both content standards and mathematical practices (process standards) that students should master if they are to be sufficiently prepared for college or a career. This paper investigates the confidence reported by 16 deaf/hard of hearing high school teachers in their ability to teach all of the mathematical standards and practices, as well as their confidence in their students’ ability to learn the same. Results suggest that differences in these teachers’ confidence, as well as their confidence in their students’ ability, is directly related to differences between teachers with a college-level math qualification and teachers with no tertiary math qualification. Self-identified needs are distilled into suggested topics for, and… Continue Reading →
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