Literaturnachweis - Detailanzeige
| Autor/inn/en | Peltier, Corey; Peltier, Tiffany K.; Hott, Brittany L.; Heuer, Andrew; Werthen, Taylor |
|---|---|
| Titel | "Trends Come and Go": Early Childhood Rural Special Education Teachers' Use of Reported Practices during Mathematics Instruction |
| Quelle | In: Rural Special Education Quarterly, 40 (2021) 4, S.214-225 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Peltier, Corey) ORCID (Peltier, Tiffany K.) ORCID (Hott, Brittany L.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/87568705211027981 |
| Schlagwörter | Educational Trends; Mathematics Achievement; Educational Quality; Teaching Methods; Equal Education; Rural Schools; Special Education Teachers; Teacher Attitudes; Preschool Education; Kindergarten; Elementary School Students; Educational Practices; Grade Repetition; Suburban Schools; Comparative Analysis; Evidence Based Practice; Mathematics Instruction; Elementary School Teachers; Oklahoma Bildungsentwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Pre-school education; Vorschulerziehung; Bildungspraxis; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Mathematics lessons; Mathematikunterricht; Elementary school; Grundschule; Volksschule |
| Abstract | Data suggest students are not meeting grade-level expectations in mathematics. If high-quality instruction is not provided, the inequitable outcomes observed in schools will be maintained. The goal of this study was to identify the frequency in which rural special education teachers (SETs) serving students in prekindergarten through third grade self-report using practices during mathematics instruction. A secondary focus was to investigate whether rural SETs differed in their reported use of practices compared with: (1) suburban and urban SETs; and (2) rural general education teachers. Data from 901 teachers serving students in prekindergarten through third grade were retained. Of this sample, 150 teachers identified as SETs in rural (n = 55), suburban (n = 50), and urban (n = 45) schools. Results suggest teachers reported using research-based and unsubstantiated practices frequently. Rural SETs reported using research-based and unsubstantiated practices with similar frequency to urban SETs. Suburban SETs reported using explicit instruction more frequently than rural SETs. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 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 |
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