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Mathematical Performance of Students With Disabilities in Middle School Standards-Based and Traditional Curricula.
- Source :
-
Remedial & Special Education . Sep2011, Vol. 32 Issue 5, p429-443. 15p. - Publication Year :
- 2011
-
Abstract
- This study investigated the impact of mathematics curriculum (standards based vs. traditional) on the performance of sixth and seventh grade students with disabilities on multiple-choice and open-ended assessments aligned to one state’s number and operations and algebra standards. It also sought to understand factors affecting student performance on assessments: ability status (students with and without disabilities), curriculum (standards based vs. traditional), and assessment type (multiple choice vs. open ended). In all, 146 sixth grade students and 149 seventh grade students participated in the study. A linear mixed model for each grade revealed students with disabilities did not perform better in either curriculum. Furthermore, curriculum type was not a significant factor affecting student performance; however, ability status, time, and assessment type were. The implications of these results are discussed. [ABSTRACT FROM PUBLISHER]
- Subjects :
- *ACADEMIC achievement
*ANALYSIS of variance
*CURRICULUM
*EDUCATIONAL tests & measurements
*STUDENTS with disabilities
*INTERVIEWING
*MATHEMATICS
*RESEARCH methodology
*MIDDLE schools
*MULTIVARIATE analysis
*REGRESSION analysis
*RESEARCH funding
*SPECIAL education
*TEACHER attitudes
*TIME
*TEACHING methods
*EDUCATIONAL outcomes
*DATA analysis software
Subjects
Details
- Language :
- English
- ISSN :
- 07419325
- Volume :
- 32
- Issue :
- 5
- Database :
- Academic Search Index
- Journal :
- Remedial & Special Education
- Publication Type :
- Academic Journal
- Accession number :
- 65438404
- Full Text :
- https://doi.org/10.1177/0741932510362196