A Synthesis of Research on Teacher Education, Mathematics, and Students with Learning Disabilities

Autor/inn/en	Allsopp, David H.; Haley, Keri C.
Titel	A Synthesis of Research on Teacher Education, Mathematics, and Students with Learning Disabilities
Quelle	In: Learning Disabilities: A Contemporary Journal, 13 (2015) 2, S.177-206 (30 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Educational Research; Teacher Education; Mathematics Education; Learning Disabilities; Elementary Secondary Education; Professional Development; Intervention; Teacher Attitudes; Preservice Teachers; Teacher Competencies; Self Efficacy; Mathematics Anxiety; Knowledge Base for Teaching; Literature Reviews + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Lehrerausbildung; Lehrerbildung; Mathematische Bildung; Learning handicap; Lernbehinderung; Lehrerverhalten; Lehrkunst; Self-efficacy; Selbstwirksamkeit; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	This paper reports the results of a synthesis of research related to teacher education, mathematics, and students with learning disabilities (SWLD) and other struggling learners. The goals of this synthesis were to determine the nature of the current research base (2004-2014) and to determine how it can inform teacher educators about the effective preparation of teachers who teach mathematics for SWLD and other struggling learners. A systematic search process resulted in 16 studies meeting inclusion criteria. Results indicate that the research base is limited with respect to number of studies but quite diverse in terms of research questions and foci, research design, participants, and context. The majority of studies involved some type of professional development (PD) intervention. A limited number of studies included the impact of the PD intervention on PK-12 student outcomes. Studies also focused on evaluating PS and INS teacher perceptions about issues such as competence for teaching mathematics, self-efficacy, mathematical knowledge, and mathematics anxiety while others measured teacher mathematical knowledge utilizing a variety of measures. Implications are discussed including suggestions for future research. (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	2021/2/06