Literaturnachweis - Detailanzeige
Autor/inn/en | Orosco, Michael J.; Reed, Deborah K. |
---|---|
Titel | Effects of Professional Development on English Learners' Problem Solving |
Quelle | In: Journal of Learning Disabilities, 56 (2023) 4, S.324-338 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Orosco, Michael J.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-2194 |
DOI | 10.1177/00222194221099671 |
Schlagwörter | Problem Solving; English Language Learners; Mathematics Instruction; Learning Disabilities; Students with Disabilities; Student Needs; Faculty Development; Elementary School Students; Public Schools; Grade 3; Hispanic American Students; Word Problems (Mathematics); Program Effectiveness; Reading Comprehension; Reading Skills Problemlösen; Mathematics lessons; Mathematikunterricht; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Public school; Öffentliche Schule; School year 03; 3. Schuljahr; Schuljahr 03; Hispanic; Hispanic Americans; Hispanoamerikaner; Textaufgabe; Leseverstehen; Reading skill; Lesefertigkeit |
Abstract | Teacher preparation for problem-solving instruction is essential to meeting the math needs of English learners (ELs) with math learning disabilities (MLD) in U.S. public schools. In investigating this instruction with Hispanic ELs with MLD, this study focused on how professional development supported one special educator's implementation of effective practices for both academic language and problem-solving instruction. The professional development prepared the teacher for instructional and cooperative learning phases that faded prompting as students achieved independence in applying the problem-solving strategy. A multiple-baseline design was used to assess nine third-grade Hispanic ELs with MLD. As compared with the baseline phase, instructional scaffolding increased word problem solving for all the participants. All students' level of probe performance was maintained during follow-up sessions. The results suggest the intervention facilitated improved math problem-solving performance. (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: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |