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ERIC Number: EJ847268
Record Type: Journal
Publication Date: 2009-Feb
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0036-6803
Preparing Pre-Service Teachers to Teach Mathematics in Inclusive Classrooms: A Three-Year Case Study
Burton, Dolores; Pac, Darra
School Science and Mathematics, v109 n2 p108-115 Feb 2009
Federal and state regulations mandating inclusion of students with disabilities in general education classes have made it essential to create pathways for pre-service teachers to develop skills to teach content to diverse groups of students. The study uses a framework suggested by the relationship between teacher attitude and teacher behavior (Fullan, 1982), teacher beliefs and practice, and self-efficacy and behavioral change (Bandura, 1977). The purpose of the study was to examine changes, if any, in three cohorts of general education teacher candidates' (n = 13, n = 8, n = 5) attitudes toward teaching mathematics to students with disabilities after participating in focused instructional experiences which provided both information and vicarious positive teaching activities in special education. Data collected included pretest and posttest scores for each of the three cohorts and journal entries. Little or no change in attitude towards students with disabilities and mathematics, and efficacy to teach students with disabilities was observed for the year one and year two cohorts. In the third year the modules were combined with a structured field experience. The data collected from the third year cohort suggested a positive trend in attitude as measured by the survey data and field experience journal data. Future study with larger samples is needed.
School Science and Mathematics Association. Oklahoma State University, 245 Willard, Stillwater, OK 74078. Tel: 405-744-8018; Fax: 405-744-6290; e-mail: office@ssma.org; Web site: http://ssmj.tamu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A