Curriculum for Resiliency: Supporting a Diverse Range of Students' Needs in Grade 9 Mathematics

Autor/inn/en	Kajander, Ann; Valley, Matt; Sedor, Kelly; Murie, Taylor
Titel	Curriculum for Resiliency: Supporting a Diverse Range of Students' Needs in Grade 9 Mathematics
Quelle	In: Canadian Journal of Action Research, 22 (2021) 1, S.69-86 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-7147
Schlagwörter	Resilience (Psychology); Secondary School Mathematics; High School Students; At Risk Students; Grade 9; Curriculum Design; Curriculum Implementation; Numeracy; Learning Strategies; Mathematics Skills; Student Diversity; Student Needs; Learner Engagement; Teacher Student Relationship; Teacher Role; Mathematics Teachers; Foreign Countries; Caring; Canada + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Lehrplangestaltung; Rechenkompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Care; Pflege; Sorge; Betreuung; Kanada
Abstract	This study describes the work of one high school team in designing, developing, supporting, and field-testing a new course to support numeracy and general learning skills for a particularly diverse population of students. The rationale, curriculum design, and pilot implementation of the course are situated in existing curriculum structures and recent research around best practices in mathematics teaching and learning, particularly with respect to vulnerable students. The study sought to explore the role and responsibilities of the course designer and teacher, as well as her perception of the challenges and benefits of a custom-designed course for this group of students. The results suggested that the crucial role of the classroom teacher in supporting students emotionally when implementing the intended curriculum for vulnerable students cannot be underscored enough. For such students, teacher-student relationships appeared to be the most important factor in student success, far eclipsing other factors. (As Provided).
Anmerkungen	Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://journals.nipissingu.ca/index.php/cjar/issue/archive
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01