Math Instructional Practices in General Education Classrooms with and without Students with High-Incidence Disabilities

Autor/inn/en	Gottfried, Michael A.; Kirksey, J. Jacob
Titel	Math Instructional Practices in General Education Classrooms with and without Students with High-Incidence Disabilities
Quelle	In: Educational Policy, 35 (2021) 7, S.1258-1287 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gottfried, Michael A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904819857830
Schlagwörter	Mathematics Instruction; Mathematics Activities; Mathematics Skills; Students with Disabilities; Incidence; Young Children; Kindergarten; Preschool Teachers; Teacher Characteristics; Classroom Environment; Regular and Special Education Relationship; Inclusion; Time Management; Manipulative Materials; Surveys; Longitudinal Studies; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Vorkommen; Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Klassenklima; Unterrichtsklima; Inklusion; Zeitmanagement; Hilfsmittel; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This study compares mathematics instructional practices in classrooms that do and do not contain students with high-incidence disabilities (HIDs). To do so, we examined a national data set of responses from kindergarten teachers about instructional practices. We do find that in classrooms with students with HIDs, teachers reported different frequencies of math activities as well as skills instruction. These differences depended on type of HID. There were no differences in the frequency of time spent on math, meaning that classrooms with and without students with HIDs reported the same amount of math instruction per week. Differences in these findings arose based on teacher qualifications. Implications for policy are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01