LAUSR.org creates dashboard-style pages of related content for over 1.5 million academic articles. Sign Up to like articles & get recommendations!

Teaching to Support Students With Diverse Academic Needs

Photo by finleydesign from unsplash

Policy and practice communities increasingly are emphasizing conceptual, cognitively demanding, and “ambitious” instruction. Within this context, we examine whether such practices serve the needs of students with specialized academic needs.… Click to show full abstract

Policy and practice communities increasingly are emphasizing conceptual, cognitively demanding, and “ambitious” instruction. Within this context, we examine whether such practices serve the needs of students with specialized academic needs. Across upper-elementary classrooms in four districts, we find that exposure to “ambitious” mathematics practices is more strongly associated with test score gains of English language learners (ELs) compared to those of their peers in general education classrooms; furthermore, this teaching practice is associated with the math self-efficacy of students with individualized education programs (IEP), and the self-reported behavior of general education students. We also find links between teachers’ emotional support and students’ self-efficacy and engagement, with the strongest relationships for students identified both as an EL and with an IEP.

Keywords: teaching support; students diverse; academic needs; diverse academic; support students

Journal Title: Educational Researcher
Year Published: 2020

Link to full text (if available)


Share on Social Media:                               Sign Up to like & get
recommendations!

Related content

More Information              News              Social Media              Video              Recommended



                Click one of the above tabs to view related content.