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ERIC Number: EJ1049291
Record Type: Journal
Publication Date: 2015-Jan
Pages: 18
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0014-4029
Impact of Enhanced Anchored Instruction in Inclusive Math Classrooms
Bottge, Brian A.; Toland, Michael D.; Gassaway, Linda; Butler, Mark; Choo, Sam; Griffen, Ann Katherine; Ma, Xin
Exceptional Children, v81 n2 p158-175 Jan 2015
The Common Core State Standards for Mathematics will place more pressure on special education and math teachers to raise the skill levels of all students, especially those with disabilities in math (MD). The purpose of this study was to assess the effects of enhanced anchored instruction (EAI) on students with and without MD in co-taught general education classrooms. Results showed that students in the EAI condition improved their performance on math skills contained in several of the standards. Effect sizes were especially large for students with MD when the special education teacher more actively participated in the instructional activities with the math teacher. Classroom observations provided examples of how teachers can work together to benefit students in inclusive math settings.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills
IES Funded: Yes
Grant or Contract Numbers: H324A090179; R324A090179