| Title: |
Middle School Math Teachers' Perceptions of Their Classroom Practices among Students with Disabilities before and during the Pandemic: A Pilot Study |
| Language: |
English |
| Authors: |
Myers, Jonte A.; Witzel, Bradley S.; Bouck, Emily C.; Mathis, Jasmine N. |
| Source: |
Journal of Online Learning Research. 2021 7(3):209-231. |
| Availability: |
Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/ |
| Peer Reviewed: |
Y |
| Page Count: |
23 |
| Publication Date: |
2021 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Junior High Schools; Middle Schools; Secondary Education |
| Descriptors: |
Middle School Teachers; Mathematics Teachers; Teacher Attitudes; Students with Disabilities; COVID-19; Pandemics; Evidence Based Practice; Barriers; Academic Accommodations (Disabilities); Teaching Methods; Small Group Instruction; Educational Technology; Technology Uses in Education; Online Courses; Urban Schools; At Risk Students; Teacher Education; Assistive Technology |
| ISSN: |
2374-1473 |
| Abstract: |
In this study, the authors examined middle school mathematics teachers' perceptions of their instructional practices with students with disabilities (SWDs) during face-to-face instruction before the COVID-19 pandemic and eLearning during the pandemic. A survey explored teachers' use of research-supported practices and the challenges and supports that influenced teachers' instructional practice. Results showed teachers' reported classroom practices remained relatively consistent across both instructional modalities. Teachers also reported difficulties in providing accommodations and using small group instruction during eLearning. They noted barriers to eLearning related to student engagement and instructional planning and delivery. Finally, the study's findings, limitations, and implications for future research and pre-and in-service preparation are discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1342757 |
| Database: |
ERIC |