دورية أكاديمية
Primary Special School Teachers' Knowledge and Beliefs about Supporting Learning in Numeracy
| العنوان: | Primary Special School Teachers' Knowledge and Beliefs about Supporting Learning in Numeracy |
|---|---|
| اللغة: | English |
| المؤلفون: | Moscardini, Lio |
| المصدر: | Journal of Research in Special Educational Needs. Jan 2015 15(1):37-47. |
| الإتاحة: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| تاريخ النشر: | 2015 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Qualitative Research, Elementary School Teachers, Learning Problems, Disabilities, Observation, Teacher Attitudes, Knowledge Level, Mathematics Instruction, Interviews, Pretests Posttests, Faculty Development, Mathematical Logic, Cognitive Processes, Program Effectiveness, Teacher Competencies, Teacher Expectations of Students, Attitude Change, Mathematics Skills, Special Schools, Teaching Methods, Instructional Effectiveness |
| مصطلحات جغرافية: | United Kingdom (Scotland) |
| DOI: | 10.1111/1471-3802.12042 |
| تدمد: | 1471-3802 |
| مستخلص: | This paper presents findings from a qualitative study of a group of 12 teachers in primary special schools in Scotland for children with moderate learning difficulties. It sets out an analysis of classroom observations and interviews that explored teachers' knowledge and beliefs about teaching and learning in mathematics with children with moderate learning difficulties. The teachers were interviewed pre- and post-intervention; this was a research-based professional development programme in children's mathematical thinking (Cognitively Guided Instruction) which teachers then developed in their classrooms. The findings showed that prior to the professional development, the teachers had a limited knowledge of children's mathematical development with teaching frequently informed by intuitive beliefs and dated and sometimes discredited practices. Most teachers had low expectations of children with learning difficulties. Post-intervention, the teachers reviewed this stance and affirmed that a deeper understanding of children's mathematical thinking provided a more secure knowledge base for instruction. They also recognised the extent to which learners were constrained by existing classroom practices. The paper argues for the commonality of this knowledge base and considers the problematic nature of viewing such knowledge as sector specific. |
| Abstractor: | As Provided |
| Number of References: | 61 |
| Entry Date: | 2015 |
| رقم الأكسشن: | EJ1049686 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1471-3802 |
|---|---|
| DOI: | 10.1111/1471-3802.12042 |