Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers' Perspectives

Autor/inn/en	Staats, Susan; Laster, Lori Ann
Titel	Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers' Perspectives
Quelle	In: Education Sciences, 8 (2018), Artikel 154 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Staats, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Algebra; Mathematics Teachers; Teacher Attitudes; Secondary School Students; Teaching Methods; Access to Education; Mathematics Instruction; Dual Enrollment; Equal Education; Mathematical Models; Race; Ethnicity; Income; Immigration; Academic Achievement; Student Attitudes; Universities; College School Cooperation; English Language Learners; Minnesota + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang; Mathematics lessons; Mathematikunterricht; Doppelstudium; Mathematical model; Mathematisches Modell; Rasse; Abstammung; Ethnizität; Einkommen; Schulleistung; Schülerverhalten; University; Universität
Abstract	Concurrent enrollment refers to partnerships between postsecondary institutions and schools through which secondary school students can complete a university class taught by a qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment programs are an under-recognized tool for extending the impact of Universal Design for Learning (UDL). The context of our study is an equity-focused university course in algebraic mathematical modeling that is also offered through concurrent enrollment in over 30 secondary schools to over 800 secondary students annually in our state of Minnesota, U.S.A. This paper presents a qualitative analysis of secondary school teachers' experiences implementing the inquiry pedagogy and the equity goals of the course. Several results are important for UDL. Teachers (1) describe equity in social terms of race, ethnicity, income, immigration, and language status in addition to measures of academic success; (2) perceive improvements in students' attitudes towards mathematics, school, and university education; (3) perceive student academic growth through mathematical writing; and (4) report close relationships with students. If higher education faculty design their on-campus classes to incorporate UDL principles, concurrent enrollment offers the potential to improve inclusive pathways from secondary schools to universities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01