Middle School Math Teachers' Perceptions of Their Classroom Practices among Students with Disabilities before and during the Pandemic: A Pilot Study

Autor/inn/en	Myers, Jonte A.; Witzel, Bradley S.; Bouck, Emily C.; Mathis, Jasmine N.
Titel	Middle School Math Teachers' Perceptions of Their Classroom Practices among Students with Disabilities before and during the Pandemic: A Pilot Study
Quelle	In: Journal of Online Learning Research, 7 (2021) 3, S.209-231 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2374-1473
Schlagwörter	Middle School Teachers; Mathematics Teachers; Teacher Attitudes; Students with Disabilities; COVID-19; Pandemics; Evidence Based Practice; Barriers; Academic Accommodations (Disabilities); Teaching Methods; Small Group Instruction; Educational Technology; Technology Uses in Education; Online Courses; Urban Schools; At Risk Students; Teacher Education; Assistive Technology + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Lehrerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerausbildung; Lehrerbildung
Abstract	In this study, the authors examined middle school mathematics teachers' perceptions of their instructional practices with students with disabilities (SWDs) during face-to-face instruction before the COVID-19 pandemic and eLearning during the pandemic. A survey explored teachers' use of research-supported practices and the challenges and supports that influenced teachers' instructional practice. Results showed teachers' reported classroom practices remained relatively consistent across both instructional modalities. Teachers also reported difficulties in providing accommodations and using small group instruction during eLearning. They noted barriers to eLearning related to student engagement and instructional planning and delivery. Finally, the study's findings, limitations, and implications for future research and pre-and in-service preparation are discussed. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01