首页> 外文学位 >Comparing middle school general and special educators' use of research-based instruction in mathematics for students with learning disabilities .
【24h】

Comparing middle school general and special educators' use of research-based instruction in mathematics for students with learning disabilities .

机译:比较初中和特殊教育者对学习障碍学生数学中基于研究的教学的使用。

获取原文
获取原文并翻译 | 示例

摘要

The purpose of this study was to investigate the differences between general and special educators regarding the implementation of research-based strategies that target the needs of students with LD in mathematics, as well as general and special educators' perceptions of their preparedness to use instructional strategies in mathematics. A sample of general and special educators who taught mathematics to students with learning disabilities (LD) at the middle school level responded to an online survey. The survey examined teacher self-reported classroom use of instructional practices specifically aligned with NCTM standards, direct instruction, graduated instruction, grouping practices, and self-monitoring. Additionally, educators responded to perceptions of their preparedness to use the aforementioned instructional practices. From the survey results, several strategies exhibited statistically significant differences between general and special educators. Special educators showed significantly greater use of two instructional strategies, as well as significantly greater perceptions of preparedness to use two instructional strategies. Overall, significantly more special educators reported using the research-based strategies aligned with all instructional practices. Additional results, limitations, implications for practice, and recommendations for future research are provided.
机译:这项研究的目的是调查普通教育者和特殊教育者在实施针对学生的数学研究策略的研究策略方面的差异,以及普通教育者和特殊教育者对他们准备使用教学策略的看法在数学上。一项在线调查对在中学阶段向学习障碍学生(LD)教授数学的普通和特殊教育者进行了抽样调查。这项调查检查了教师自我报告的课堂教学实践的使用情况,这些教学实践特别符合NCTM标准,直接教学,分级教学,分组实践和自我监控。此外,教育工作者对他们准备使用上述教学实践的准备做出了回应。从调查结果来看,几种策略在普通和特殊教育者之间显示出统计学上的显着差异。特殊教育者对两种教学策略的使用显着增加,并且对使用两种教学策略的准备性的感知也明显增加。总体而言,有更多特殊教育者报告说,他们采用了基于研究的策略并与所有教学实践保持一致。提供了其他结果,局限性,对实践的影响以及对未来研究的建议。

著录项

  • 作者

    Robertson, Shelby Colleen.;

  • 作者单位

    University of Central Florida.;

  • 授予单位 University of Central Florida.;
  • 学科 Education Mathematics.;Education Special.;Education Middle School.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 143 p.
  • 总页数 143
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号