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ERIC Number: ED546170
Record Type: Non-Journal
Publication Date: 2012
Pages: 200
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-9856-1
Mathematics Instruction in an Alternative School for Students with Disabilities: A Case Study
Smith, Shane A.
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Madison
Despite the LRE mandate of IDEA, an increasing number of students with disabilities are being educated in alternative educational settings. Students with disabilities served in these settings are typically considered at risk for dropping out of school due to persistent behavior challenges and/or chronic academic failure. Research continues to show, however, that students do not experience sufficient academic or social progress in alternative settings, especially in the areas of reading and math. Unlike reading, math instruction in alternative schools has not received adequate research attention, resulting in a knowledge gap. The purpose of this study was to examine mathematics instruction in an alternative school setting for students with high incidence disabilities. Case study methodology was used to conduct an in depth exploration of how teachers conceptualized and delivered math instruction, and how students responded to math instruction. Results indicate that teachers conceptualized mathematics instruction in terms of its practicality to students' lives. Results also show that students' response to mathematics instruction was driven by students' perception of the quality of mathematics instruction they received. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A