Experiences Building Graphics Literacy Skills: Interviews with Teachers and Students

Autor/inn/en	Rosenblum, L. Penny; Zebehazy, Kim T.; Gage, Nicholas; Beal, Carole R.
Titel	Experiences Building Graphics Literacy Skills: Interviews with Teachers and Students
Quelle	In: Journal of Visual Impairment & Blindness, 115 (2021) 6, S.538-549 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
DOI	10.1177/0145482X211061619
Schlagwörter	Students with Disabilities; Visual Impairments; Program Effectiveness; Intervention; Skill Development; Thinking Skills; Blindness; Visual Perception; Student Attitudes; Teacher Attitudes; Graphs; Handheld Devices; Telecommunications; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Educational Technology; Technology Uses in Education; Visual Aids; Braille; Generalization; Mathematics Instruction + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Visual handicap; Sehbehinderung; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Blindheit; Visuelle Wahrnehmung; Schülerverhalten; Lehrerverhalten; Grafische Darstellung; Telekommunikationstechnik; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Anschauungsmaterial; Mathematics lessons; Mathematikunterricht
Abstract	Introduction: Participants' perspectives are valuable in evaluating the effectiveness of an intervention. Methods: Interviews were conducted with teachers of students with visual impairments and students who completed an intervention designed to build graphics literacy skills. Results: Six themes were identified with corresponding subthemes. The intervention was reported to build students' graphics literacy skills. Discussion: Some students were able to generalize the strategies they learned to academic classes. Higher-level thinking skills challenged some students. Implications for practitioners: A systematic approach beginning early can increase students' graphics literacy skills. Teachers should provide ongoing opportunities for thinking and regulation of learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01