A Case Study: Teachers' Confidence in Their Own and Their Students' Abilities in Deaf/Hard of Hearing High School Mathematics Classrooms

Autor/in	van der Sandt, Suriza
Titel	A Case Study: Teachers' Confidence in Their Own and Their Students' Abilities in Deaf/Hard of Hearing High School Mathematics Classrooms
Quelle	In: Issues in the Undergraduate Mathematics Preparation of School Teachers, 5 (2018), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-7874
Schlagwörter	Teacher Effectiveness; Self Efficacy; Case Studies; Mathematics Instruction; Common Core State Standards; Deafness; Hearing Impairments; Self Esteem; Teacher Qualifications; Teacher Education; Mathematics Education; Faculty Development; Pedagogical Content Knowledge; Teacher Student Relationship; Teacher Behavior; Secondary School Teachers; High School Students; Teacher Attitudes; Attitudes toward Disabilities + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Case study; Fallstudie; Case Study; Mathematics lessons; Mathematikunterricht; Common core curriculum; Curriculum; Kerncurriculum; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Self-esteem; Selbstaufmerksamkeit; Lehrqualifikation; Lehrerausbildung; Lehrerbildung; Mathematische Bildung; Pädagogische Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher behaviour; Lehrerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Current educational reform in mathematics education reflects attempts to incorporate the Common Core State Standards (CCSS). The CCSS decrees both content standards and mathematical practices (process standards) that students should master if they are to be sufficiently prepared for college or a career. This paper investigates the confidence reported by 16 deaf/hard of hearing high school teachers in their ability to teach all of the mathematical standards and practices, as well as their confidence in their students' ability to learn the same. Results suggest that differences in these teachers' confidence, as well as their confidence in their students' ability, is directly related to differences between teachers with a college-level math qualification and teachers with no tertiary math qualification. Self-identified needs are distilled into suggested topics for, and levels of, professional development that will provide support to fulfill these essentials. (As Provided).
Anmerkungen	Department of Mathematics and Statistics, Texas Tech University. Broadway and Boston, Lubbock, TX 79409-1042. Tel: 806-742-2566; Fax: 806-742-1112; e-mail: math.dept@ttu.edu; Web site: http://www.k-12prep.math.ttu.edu/journal/journal.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01