Predicting Eighth-Grade Algebra Students with Individualized Education Programs

Autor/inn/en	Faulkner, Valerie N.; Crossland, Cathy L.; Stiff, Lee V.
Titel	Predicting Eighth-Grade Algebra Students with Individualized Education Programs
Quelle	In: Exceptional Children, 79 (2013) 3, S.329-345 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Disabilities; Algebra; Mathematics Instruction; Academic Achievement; Mathematics Achievement; Teacher Attitudes; Teacher Expectations of Students; Grade 5; Grade 8; Special Education; Student Characteristics; Individualized Education Programs; Federal Legislation; Educational Legislation; Track System (Education); Ability Grouping; Longitudinal Studies; Student Placement; Predictor Variables; Regression (Statistics); Correlation; Tables (Data); Comparative Analysis; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Mathematics lessons; Mathematikunterricht; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrerverhalten; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Special needs education; Sonderpädagogik; Sonderschulwesen; Individualized education program; Individualisierendes Lernen; Bundesrecht; Bildungsrecht; Schulgesetz; Leistungsgruppe; Leistungsdifferenzierung; Homogene Gruppierung; Niveaugruppierung; Streaming; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerpraktikum; Prädiktor; Regression; Regressionsanalyse; Korrelation; Tabelle
Abstract	This study investigated the extent to which student performance and teacher perception of student performance affect placement in eighth-grade mathematics classes for students with disabilities. Authors used the Early Childhood Longitudinal Study--Kindergarten dataset to investigate how each of the following factors predicted placement in eighth-grade algebra or above: (a) fifth-grade cognitive math performance, (b) fifth-grade teacher rating of student ability, and (c) student enrollment in special education services. When controlling for various student characteristics, including student mathematical performance, students who received special education services had reduced odds of being placed in algebra by the time they entered eighth grade. Teacher evaluations of student performance played a greater role for special education students (particularly those with individualized education programs who had inconsistently demonstrated high performance) than for their typically developing peers. (Contains 7 tables and 4 figures.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10