Teaching to Support Students With Diverse Academic Needs

被引：10

作者：

Blazar, David ^{[1
]}

Archer, Casey ^{[1
]}

机构：

[1] Univ Maryland, Coll Pk, Coll Pk, College Pk, Maryland, Liberia

来源：

EDUCATIONAL RESEARCHER | 2020年 / 49卷 / 05期

关键词：

cognitive demand; econometric analysis; English language learners; instruction; language comprehension; development; mathematics education; regression analyses; school; teacher effectiveness; social-emotional outcomes; special education; PROCEDURAL KNOWLEDGE; CLASSROOM PRACTICES; ENGLISH LEARNERS; MATHEMATICS; TEACHERS; INSTRUCTION; OUTCOMES; SKILLS; OPPORTUNITIES; DISABILITIES;

D O I：

10.3102/0013189X20931226

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Policy and practice communities increasingly are emphasizing conceptual, cognitively demanding, and "ambitious" instruction. Within this context, we examine whether such practices serve the needs of students with specialized academic needs. Across upper-elementary classrooms in four districts, we find that exposure to "ambitious" mathematics practices is more strongly associated with test score gains of English language learners (ELs) compared to those of their peers in general education classrooms; furthermore, this teaching practice is associated with the math self-efficacy of students with individualized education programs (IEP), and the self-reported behavior of general education students. We also find links between teachers' emotional support and students' self-efficacy and engagement, with the strongest relationships for students identified both as an EL and with an IEP.

引用

页码：297 / 311

页数：15

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