Literaturnachweis - Detailanzeige
| Autor/inn/en | Enders, Olivia G.; Kostewicz, Douglas |
|---|---|
| Titel | Secondary Teachers' Remote Instructional Practices in Mathematics for Students with Disabilities |
| Quelle | In: Journal of Special Education Technology, 38 (2023) 1, S.50-60 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Enders, Olivia G.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/01626434211059486 |
| Schlagwörter | Secondary School Teachers; Teaching Methods; Distance Education; Students with Disabilities; Mathematics Instruction; Secondary School Mathematics; COVID-19; Pandemics; Special Education; Computer Mediated Communication; Synchronous Communication; Feedback (Response); Evidence Based Practice; Barriers; Progress Monitoring Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Mathematics lessons; Mathematikunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Computerkonferenz |
| Abstract | Increasing numbers of students with disabilities (SWD) receive remote or online instruction in secondary mathematics. Unprecedented shifts in teaching modalities during the COVID-19 pandemic highlighted the need for effective remote instruction. The present study surveyed 31 general and special education teachers to identify features of remote instruction in secondary mathematics for SWD and understand the changes between Spring and Fall of 2020. Teachers reported increases in the variety of presentation and practice methods and the use of synchronous methods of feedback. Assessment and methods of providing feedback on assessments remained stable over time. Shifts represented alignment with existing frameworks for best practices in online learning and provided opportunities for the incorporation of evidence-based practices (EBPs) into secondary mathematics instruction. Barriers, such as progress monitoring and providing intensive instruction, remain prevalent and critical areas for continued investigation. (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: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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