Novice Special Educators' Instructional Practices, Communication Patterns, and Content Knowledge for Teaching Mathematics

Autor/inn/en	Griffin, Cynthia C.; Jitendra, Asha K.; League, Martha B.
Titel	Novice Special Educators' Instructional Practices, Communication Patterns, and Content Knowledge for Teaching Mathematics
Quelle	In: Teacher Education and Special Education, 32 (2009) 4, S.319-336 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406409343540
Schlagwörter	Special Education Teachers; Pedagogical Content Knowledge; Mathematics Instruction; Special Needs Students; Teaching Methods; Beginning Teachers; Classroom Techniques; Interpersonal Communication; Teacher Student Relationship; Mathematics Achievement; Preservice Teachers; Field Experience Programs; Disabilities; Observation; Interviews; Teacher Competencies + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Mathematics lessons; Mathematikunterricht; Sonderpädagogischer Förderbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Junior teacher; Junglehrer; Klassenführung; Interpersonale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Praxisnahes Lernen; Handicap; Behinderung; Beobachtung; Interviewing; Interviewtechnik; Lehrkunst
Abstract	In this study, the authors examine the influence of teacher and student communication patterns, instructional practices, and teacher pedagogical content knowledge on students' mathematics learning in both general and special education mathematics classrooms. Five pre-service special education teachers in field placements and 43 students with varying disabilities participated in this study. Observations of teachers during mathematics lessons and follow-up interviews were conducted. Students in these settings completed a pretest and posttest of mathematics content taught over 6 weeks of instruction. Results reveal two sets of instructional practices, communication patterns, and teacher understandings of mathematics for teaching that differentially affected student performance. Implications are discussed for teacher education and further research. (Contains 5 tables and 1 figure.) (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	2017/4/10