Effects of Professional Development on English Learners' Problem Solving

Autor/inn/en	Orosco, Michael J.; Reed, Deborah K.
Titel	Effects of Professional Development on English Learners' Problem Solving
Quelle	In: Journal of Learning Disabilities, 56 (2023) 4, S.324-338 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Orosco, Michael J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194221099671
Schlagwörter	Problem Solving; English Language Learners; Mathematics Instruction; Learning Disabilities; Students with Disabilities; Student Needs; Faculty Development; Elementary School Students; Public Schools; Grade 3; Hispanic American Students; Word Problems (Mathematics); Program Effectiveness; Reading Comprehension; Reading Skills + Suchen Sie Ihr Suchwort? Problemlösen; Mathematics lessons; Mathematikunterricht; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Public school; Öffentliche Schule; School year 03; 3. Schuljahr; Schuljahr 03; Hispanic; Hispanic Americans; Hispanoamerikaner; Textaufgabe; Leseverstehen; Reading skill; Lesefertigkeit
Abstract	Teacher preparation for problem-solving instruction is essential to meeting the math needs of English learners (ELs) with math learning disabilities (MLD) in U.S. public schools. In investigating this instruction with Hispanic ELs with MLD, this study focused on how professional development supported one special educator's implementation of effective practices for both academic language and problem-solving instruction. The professional development prepared the teacher for instructional and cooperative learning phases that faded prompting as students achieved independence in applying the problem-solving strategy. A multiple-baseline design was used to assess nine third-grade Hispanic ELs with MLD. As compared with the baseline phase, instructional scaffolding increased word problem solving for all the participants. All students' level of probe performance was maintained during follow-up sessions. The results suggest the intervention facilitated improved math problem-solving performance. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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