Mathematics Instruction in US Psychiatric Schools for Secondary Students with Emotional/Behavioural Disorders or Learning Disabilities

Autor/inn/en	Maccini, Paula; Gagnon, Joseph Calvin; Mulcahy, Candace; Wright, Kenneth
Titel	Mathematics Instruction in US Psychiatric Schools for Secondary Students with Emotional/Behavioural Disorders or Learning Disabilities
Quelle	In: International Journal on School Disaffection, 10 (2013) 1, S.47-71 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8497
Schlagwörter	Nontraditional Education; Delivery Systems; Special Schools; Special Classes; National Surveys; Secondary Schools; Psychiatry; Teacher Surveys; Mathematics Teachers; Student Characteristics; Classroom Environment; Special Education Teachers; Teaching Methods; Learning Disabilities; Emotional Disturbances; Behavior Disorders; Teacher Attitudes; Best Practices; Educational Research + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Auslieferung; Special school; Sonderschule; Special class; Sonderklasse; Sekundarschule; Psychiatrie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning handicap; Lernbehinderung; Gefühlsstörung; Lehrerverhalten; Bildungsforschung; Pädagogische Forschung
Abstract	Students served in alternative and segregated settings tend to receive educational services that are not on par with their public school peers. To develop a better understanding of the problem, the authors conducted a national study of secondary psychiatric schools in the United States. Specifically, the authors administered a survey to mathematics teachers in psychiatric schools to investigate (a) student and classroom level characteristics, and (b) special education mathematics teachers' reported use of research-supported instructional practices with students classified with a learning disability (LD) or emotional/behavioural disorder (ED). The majority of the participating teachers stated that most of their students performed below grade level in mathematics. Teachers also reported frequently using a number of research-supported practices, including components of explicit instruction, strategy instruction, real-world problem solving, and instructional adaptations. However, the respondents also indicated that they seldom or never used a number of other research-supported practices. The authors provide implications for practice and future research based on the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10