"State Standards and IEP Goals. A Lot of TPT Products": What Resources Early Childhood Educators Report Using to Plan Mathematics Instruction

Autor/inn/en	Peltier, Corey; Peltier, Tiffany; Werthen, Taylor; Heuer, Andy
Titel	"State Standards and IEP Goals. A Lot of TPT Products": What Resources Early Childhood Educators Report Using to Plan Mathematics Instruction
Quelle	In: Learning Disabilities: A Contemporary Journal, 18 (2020) 2, S.153-166 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	State Standards; Individualized Education Programs; Special Education; Early Childhood Education; Mathematics Education; Mathematics Instruction; Early Childhood Teachers; Mathematics Teachers; Educational Resources; Rural Schools; Suburban Schools; Specialists; Planning; Information Sources + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Bildungsmittel; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Ablaufplanung; Planungsprozess; Information source; Informationsquelle
Abstract	Access to high-quality resources is integral for educators to provide research-aligned mathematics instruction. Identifying the supplemental resources educators use to plan mathematics instruction can inform the ways researchers and organizations disseminate research-based practices. The goal of this study was to identify the frequency in which early childhood educators (i.e., pre-Kindergarten through third grade) reported using various resources to plan for mathematics instruction. Furthermore, we investigated whether differences were observed based on teacher factors (i.e., general or special education, route to certification, years of experience) and locale (i.e., rural, urban, suburban). We retained data from 917 teachers for data analysis. The three most frequently reported resources by educators were colleagues, Teachers Pay Teachers, and Google/Yahoo. The three least frequently reported resources were the typical outlets researchers use to reach teachers: What Works Clearinghouse, Teaching Exceptional Children, and Teaching Children Mathematics. General and special education teachers differed on their self-reported usage of five resources: colleagues, Google/Yahoo, teaching blogs, Teaching Exceptional Children, and the What Works Clearinghouse. Rural educators self-reported that they were less likely than suburban educators to use colleagues or specialists at the district to plan instruction. Implications for future research and practice are discussed. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01