Exploring the Effectiveness of Parallel Teaching in a High School Mathematics Classroom

Autor/inn/en	Viola, Devon; Sabina, Lou L.; Smith, Amy
Titel	Exploring the Effectiveness of Parallel Teaching in a High School Mathematics Classroom
Quelle	In: Journal of Research in Education, 32 (2023) 1, S.71-88 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1083-6470
Schlagwörter	Teaching Methods; Mathematics Instruction; Student Needs; Instructional Effectiveness; School Districts; Geometry; Mathematics Tests; Comparative Analysis; Small Group Instruction; Individualized Instruction; Special Needs Students; Flipped Classroom; Special Education Teachers; High School Students; Florida + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; School district; Schulbezirk; Geometrie; Individualisierender Unterricht; Sonderpädagogischer Förderbedarf; Flipped classrooms; Flip teaching; Inverted teaching; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The purpose of this study is to explore the effectiveness of the parallel classroom model in comparison to a support facilitation model. Using district-level assessments in geometry, this study assessed student performance when students were taught the same content with the same rigor, where one classroom uses differentiation strategies and small-group instruction to instruct students and the other classroom uses support facilitation. By examining the success of the parallel classroom model, we hope to prove this model to be a viable curricular alternative for the needs of exceptional learners. Specifically, we see parallel classrooms as being more flexible to diverse student needs than traditional classrooms. (As Provided).
Anmerkungen	Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01