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ERIC Number: EJ883991
Record Type: Journal
Publication Date: 2010
Pages: 12
Abstractor: As Provided
Reference Count: 20
ISSN: ISSN-0888-4064
Who's Teaching Math to Our Most Needy Students? A Descriptive Study
Rosas, Clarissa; Campbell, Lisa
Teacher Education and Special Education, v33 n2 p102-113 2010
The No Child Left Behind Act (NCLB) mandates that every classroom be staffed with a "highly qualified teacher." Research supports that teachers' content knowledge affects student achievement. However, the special education population continues to be taught by teachers who do not have the content area background they teach. In addition, accountability reports indicate that the special education population did not meet the adequate yearly progress in reading and mathematics as required under NCLB. The purpose of this study is to determine the mathematical background, beliefs, and perceptions of future intervention specialists. Results of this study indicate a disconnect between the participants' beliefs and perceptions of their ability to provide math instruction and their limited mathematical background as measured by mathematical courses completed at the undergraduate level and by the Ohio Achievement Test-Practice Eighth Grade Mathematics. (Contains 9 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001