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首页> 外文学位 >Examining mathematics curriculum reform through assessment of teacher's beliefs: Implications for inclusion.
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Examining mathematics curriculum reform through assessment of teacher's beliefs: Implications for inclusion.

机译：通过评估教师的信念来审查数学课程改革：对包容性的启示。

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摘要

The study examined the compatibility of reform-oriented teachers' implicit beliefs concerning effective instruction with (National Council of Teachers of Mathematics (NCTM), 1989) recommendations and the susceptibility of these beliefs to change in response to instructional characteristics of students with learning disabilities. Elementary teachers who had and had not received reform-oriented inservice training were surveyed for their response to instructional vignettes that described specific self-regulatory problems characteristic of students with learning disabilities. Analysis focused on three groups of matched teachers (
机译：该研究考察了改革型教师关于有效教学的内在信念是否与（国家数学教师委员会（NCTM），1989）建议相吻合，以及这些信念是否容易因学习障碍学生的教学特点而改变。调查了接受过和未接受过以改革为基础的在职培训的小学教师对教学短片的反应，这些短片描述了学习障碍学生所特有的自我调节问题。分析着重于三组匹配的教师（

著录项

  • 作者

    Collins, Kathleen Mary.;

  • 作者单位

    University of California, Santa Barbara.;

  • 授予单位 University of California, Santa Barbara.;
  • 学科 Education Mathematics.;Education Elementary.;Education Curriculum and Instruction.;Education Special.;Education Teacher Training.
  • 学位 Ph.D.
  • 年度 1996
  • 页码 111 p.
  • 总页数 111
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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