Mathematical Performance of Students with Disabilities in Middle School Standards-Based and Traditional Curricula

Autor/inn/en	Bouck, Emily C.; Kulkarni, Gauri; Johnson, Linley
Titel	Mathematical Performance of Students with Disabilities in Middle School Standards-Based and Traditional Curricula
Quelle	In: Remedial and Special Education, 32 (2011) 5, S.429-443 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510362196
Schlagwörter	Mathematics Curriculum; Student Evaluation; Disabilities; Program Effectiveness; Grade 7; Grade 6; Mathematics Achievement; Middle School Students; Academic Standards; Multiple Choice Tests; Algebra; Evaluation Methods; Comparative Analysis; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Handicap; Behinderung; School year 07; 7. Schuljahr; Schuljahr 07; School year 06; 6. Schuljahr; Schuljahr 06; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren
Abstract	This study investigated the impact of mathematics curriculum (standards based vs. traditional) on the performance of sixth and seventh grade students with disabilities on multiple-choice and open-ended assessments aligned to one state's number and operations and algebra standards. It also sought to understand factors affecting student performance on assessments: ability status (students with and without disabilities), curriculum (standards based vs. traditional), and assessment type (multiple choice vs. open ended). In all, 146 sixth grade students and 149 seventh grade students participated in the study. A linear mixed model for each grade revealed students with disabilities did not perform better in either curriculum. Furthermore, curriculum type was not a significant factor affecting student performance; however, ability status, time, and assessment type were. The implications of these results are discussed. (Contains 4 tables and 2 figures.) (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10