Educational Support for Low-Performing Students in Mathematics: The Three-Tier Support Model in Finnish Lower Secondary Schools

Autor/inn/en	Ekstam, Ulrika; Linnanmäki, Karin; Aunio, Pirjo
Titel	Educational Support for Low-Performing Students in Mathematics: The Three-Tier Support Model in Finnish Lower Secondary Schools
Quelle	In: European Journal of Special Needs Education, 30 (2015) 1, S.75-92 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2014.964578
Schlagwörter	Academic Support Services; Mathematics Instruction; Low Achievement; Special Education Teachers; Mathematics Teachers; Questionnaires; Internet; Teacher Attitudes; Foreign Countries; Educational Legislation; Educational Change; Principals; Administrator Attitudes; Educational Practices; Teacher Collaboration; Secondary School Students; Secondary School Teachers; Finland + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterdurchschnittliche Leistung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Fragebogen; Lehrerverhalten; Ausland; Bildungsrecht; Schulgesetz; Bildungsreform; Principal; Schulleiter; Bildungspraxis; Lehrerkooperation; Sekundarschüler; Finnland
Abstract	In 2011, there was a legislative reform regarding educational support in Finland, with a focus on early identification, differentiation and flexible arrangement of support using a multi-professional approach, the three-tier support model. The main aim of this study was to investigate what educational support practices are used with low-performing lower secondary students. An additional aim was to determine how the change in legislation has affected the work of special education and mathematics teachers with regard to mathematics education for low-performing students. Electronic questionnaires were sent to all principals in Swedish-speaking schools in Finland (55 schools, grades 7-9) to be answered by the special education and mathematics teachers. Twenty-seven answers were received from the special education teachers and 42 from the mathematics teachers. The results showed that "pull out of the classroom" was considered the most common way to support the mathematically low-performing students. Teachers were quite satisfied with the efficiency of support and the amount of extra resources for the low-performing students in mathematics. There was almost no change in collaboration or working strategies for either teacher groups due to the change in legislation. The teachers did not experience much change in educational practice after the legislation reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10