期刊
TEACHER EDUCATION AND SPECIAL EDUCATION
卷 41, 期 2, 页码 121-139出版社
SAGE PUBLICATIONS INC
DOI: 10.1177/0888406417740702
关键词
inclusive mathematics classrooms; teacher professional development
资金
- National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education [R324A100196]
Enhancing all students' academic performance continues to be a national priority, and although achievement gains have been made overtime, shortfalls in mathematics learning for students with disabilities (SWD) remain. Research reveals that a substantial portion of the variability in students' mathematics achievement gains is due to the teacher. To address the need for teacher professional development (PD) in mathematics for SWD and other struggling mathematics learners, we designed and studied Prime Online-a yearlong, online, PD program with support from an Institute of Education Sciences (IES) Goal 2 Development and Innovation research grant. In this article, the development process and an exploratory study are discussed. Study findings suggest that Prime Online positively influenced general and special education teachers' reported beliefs and practices, and their learning of mathematics content for teaching, and generated high teacher satisfaction ratings. No difference in the performance of SWD on a state accountability measure of mathematics was found. Implications for further research are discussed.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据