| Description |
1 online resource (183 pages) |
| Note |
Availability: Regional Educational Laboratory Northeast & Islands. Available from: Education Development Center, Inc. 55 Chapel Street, Newton, MA 02458. Tel: 617-618-2747; Fax: 617-969-1580; Web site: http://ies.ed.gov/ncee/edlabs/regions/northeast/index.asp. ericd |
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Abstractor: ERIC. ericd |
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Educational level discussed: Elementary Education. |
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Educational level discussed: Grade 1. |
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Educational level discussed: Grade 2. |
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Educational level discussed: Grade 3. |
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Educational level discussed: Grade 4. |
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Educational level discussed: Grade 5. |
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Educational level discussed: Grade 6. |
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Educational level discussed: Grade 7. |
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Educational level discussed: Grade 8. |
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Educational level discussed: Junior High Schools. |
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Educational level discussed: Middle Schools. |
| Summary |
The No Child Left Behind (NCLB) Act of 2001 requires states to ensure that all students make adequate yearly progress in achieving proficiency in English language arts and math. This study examines how six diverse schools have responded to the challenge of educating their students in math, particularly students with disabilities and other struggling learners. The report intends to help educators by providing examples and ideas to consider for their own school or district efforts to improve math teaching and learning. This report describes in-depth practices at six schools (3 in Massachusetts and 3 in New York) that are making targeted efforts to improve math education for students with disabilities and other struggling learners. It examines each school's practices for improving the math learning of all students as well as specific supports for students with disabilities and other struggling learners and identifies the challenges that schools face to serve students with diverse needs. Although each school found its own ways of providing math instruction to students with disabilities and other struggling learners, many schools adopted similar practices, including: (1) Classroom math instruction; (2) Math supports and interventions; (3) Assessment; (4) Collaboration among teachers; (5) Professional development; (6) Leadership; and (7) School culture. Findings from the study call for further research on how the roles of math specialists, schoolwide leadership practices, and different forms of teacher collaboration may affect math learning for students with disabilities and struggling learners. Three appendices are included: (1) Methodology; (2) Side by side summaries of characteristics and practices at the six case study schools; and (3) State assessment data for the six case study schools. (Contains 11 notes, 2 figures, 2 boxes and 54 tables.). |
| Cite As: |
Regional Educational Laboratory Northeast & Islands. ericd |
| Local Note |
EBSCOhost Education Research Complete |
| Subject |
School Culture.
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Federal Legislation.
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Educational Improvement.
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Federal Programs.
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Learning Disabilities.
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Teacher Collaboration.
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Cooperation.
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Program Effectiveness.
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Educational Indicators.
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Data Analysis.
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Educational Legislation.
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Mathematics Achievement.
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Student Needs.
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Intervention.
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Student Evaluation.
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Faculty Development.
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Instructional Leadership.
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Teaching Methods.
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Problem Solving.
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Case Studies.
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Mathematics Education.
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Slow Learners.
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| Genre/Form |
Reports, Evaluative.
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| Added Author |
Brodesky, Amy, author.
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Brett, Jessica, author.
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Yang, Li-Ming, author.
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Tan, Yvette, author.
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Regional Educational Laboratory Northeast & Islands (ED)
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