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ERIC Number: EJ1028891
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0936-2835
Mathematics in Secondary Psychiatric Schools: Curricular and Assessment Policies and Practices
Gagnon, Joseph Calvin; Maccini, Paula; Mulcahy, Candace
Exceptionality, v22 n1 p51-67 2014
The current study focuses on results from a national survey of special education mathematics teachers in secondary psychiatric schools. A total of 115 (33.04%) respondents completed a mail or online survey concerning school-level mathematics curriculum and assessment policies and practices. No statistically significant differences existed between respondent and nonrespondent schools on demographic variables. Results indicate a disconnect between the mathematics curriculum and state assessments. Approximately half teachers responded that their school relies on standard district or state curriculum, and the curriculum and instructional materials are aligned with assessments "to a great extent." Only about 40% and 30%, respectively, reported that schools are supervised and teachers are provided professional development to facilitate the alignment of curriculum with state assessments "to a great extent." Additional results and implications are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001