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COMPARING MIDDLE SCHOOL GENERAL AND SPECIAL EDUCATORS' USE OF RESEARCH-BASED INSTRUCTION IN MATHEMATICS FOR STUDENTS WITH LEARNING DISABILITIES

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Date Issued:
2008
Abstract/Description:
The purpose of this study was to investigate the differences between general and special educators regarding the implementation of research-based strategies that target the needs of students with LD in mathematics, as well as general and special educators' perceptions of their preparedness to use instructional strategies in mathematics. A sample of general and special educators who taught mathematics to students with learning disabilities (LD) at the middle school level responded to an online survey. The survey examined teacher self-reported classroom use of instructional practices specifically aligned with NCTM standards, direct instruction, graduated instruction, grouping practices, and self-monitoring. Additionally, educators responded to perceptions of their preparedness to use the aforementioned instructional practices. From the survey results, several strategies exhibited statistically significant differences between general and special educators. Special educators showed significantly greater use of two instructional strategies, as well as significantly greater perceptions of preparedness to use two instructional strategies. Overall, significantly more special educators reported using the research-based strategies aligned with all instructional practices. Additional results, limitations, implications for practice, and recommendations for future research are provided.
Title: COMPARING MIDDLE SCHOOL GENERAL AND SPECIAL EDUCATORS' USE OF RESEARCH-BASED INSTRUCTION IN MATHEMATICS FOR STUDENTS WITH LEARNING DISABILITIES.
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Name(s): Robertson, Shelby, Author
Little, Mary, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2008
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this study was to investigate the differences between general and special educators regarding the implementation of research-based strategies that target the needs of students with LD in mathematics, as well as general and special educators' perceptions of their preparedness to use instructional strategies in mathematics. A sample of general and special educators who taught mathematics to students with learning disabilities (LD) at the middle school level responded to an online survey. The survey examined teacher self-reported classroom use of instructional practices specifically aligned with NCTM standards, direct instruction, graduated instruction, grouping practices, and self-monitoring. Additionally, educators responded to perceptions of their preparedness to use the aforementioned instructional practices. From the survey results, several strategies exhibited statistically significant differences between general and special educators. Special educators showed significantly greater use of two instructional strategies, as well as significantly greater perceptions of preparedness to use two instructional strategies. Overall, significantly more special educators reported using the research-based strategies aligned with all instructional practices. Additional results, limitations, implications for practice, and recommendations for future research are provided.
Identifier: CFE0002256 (IID), ucf:47857 (fedora)
Note(s): 2008-08-01
Ph.D.
Education, Department of Child Family and Community Sciences
Doctorate
This record was generated from author submitted information.
Subject(s): learning disabilities
mathematics
special education
general education
special educators
general educators
instructional strategies
instructional practices
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0002256
Restrictions on Access: public
Host Institution: UCF

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