Special education and subject teachers' self-perceived readiness to teach mathematics to low-performing middle school students

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http://hdl.handle.net/10138/309699

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Ekstam , U , Korhonen , J , Linnanmäki , K & Aunio , P 2018 , ' Special education and subject teachers' self-perceived readiness to teach mathematics to low-performing middle school students ' , Journal of Research in Special Educational Needs , vol. 18 , no. 1 , pp. 59-69 . https://doi.org/10.1111/1471-3802.12393

Title: Special education and subject teachers' self-perceived readiness to teach mathematics to low-performing middle school students
Author: Ekstam, Ulrika; Korhonen, Johan; Linnanmäki, Karin; Aunio, Pirjo
Contributor: University of Helsinki, Åbo Akademi University
University of Helsinki, Department of Education
Date: 2018-01
Language: eng
Number of pages: 11
Belongs to series: Journal of Research in Special Educational Needs
ISSN: 1471-3802
URI: http://hdl.handle.net/10138/309699
Abstract: Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers' readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers' efficacy beliefs. Today, basic competence in mathematics is more important than ever for managing routine day-to-day activities and therefore, identifying and educationally supporting students with low performance in mathematics is necessary. The aim of the study was to investigate the perceived teacher efficacy beliefs of special education and mathematics teachers when teaching mathematics to low-performing middle school students. Results indicated that special education teachers had higher teacher efficacy beliefs than mathematics teachers. Teacher experience, certification or gender had no effect on teachers' efficacy beliefs. Furthermore, subject teachers reported high pedagogical knowledge for teaching low-performing students, and special education teachers reported having moderate mathematical subject knowledge.
Subject: 516 Educational sciences
MATHEMATICS
MIDDLE SCHOOL
teacher efficacy beliefs
teacher readiness
low-performing
LEARNING-DISABILITIES
LONGITUDINAL ANALYSIS
EFFICACY
ACHIEVEMENT
KNOWLEDGE
INTERVENTION
EXPERIENCE
district
CHILDREN
BELIEFS
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