Impact of Enhanced Anchored Instruction in Inclusive Math Classrooms

Autor/inn/en	Bottge, Brian A.; Toland, Michael D.; Gassaway, Linda; Butler, Mark; Choo, Sam; Griffen, Ann Katherine; Ma, Xin
Titel	Impact of Enhanced Anchored Instruction in Inclusive Math Classrooms
Quelle	In: Exceptional Children, 81 (2015) 2, S.158-175 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Academic Standards; State Standards; Special Education Teachers; Mathematics Instruction; Disabilities; Mathematics Skills; Learning Disabilities; Teaching Methods; Regular and Special Education Relationship; Team Teaching; Effect Size; Teacher Role; Teacher Collaboration; Observation; Student Interests; Learner Engagement; Middle School Students; Middle Schools; Urban Schools; Rural Schools; Mathematics Teachers; Faculty Development; Computation; Problem Solving; Pretests Posttests; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Handicap; Behinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching; Lehrerrolle; Lehrerkooperation; Beobachtung; Studieninteresse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Mathematics; Mathematik; Problemlösen
Abstract	The Common Core State Standards for Mathematics will place more pressure on special education and math teachers to raise the skill levels of all students, especially those with disabilities in math (MD). The purpose of this study was to assess the effects of enhanced anchored instruction (EAI) on students with and without MD in co-taught general education classrooms. Results showed that students in the EAI condition improved their performance on math skills contained in several of the standards. Effect sizes were especially large for students with MD when the special education teacher more actively participated in the instructional activities with the math teacher. Classroom observations provided examples of how teachers can work together to benefit students in inclusive math settings. (As Provided).
Anmerkungen	SAGE Publications. 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	2020/1/01