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Expert Secondary Content-Area Teachers’ Pedagogical Schemas for Teaching Literacy to Students With Learning Disabilities
Learning Disability Quarterly ( IF 1.485 ) Pub Date : 2019-07-21 , DOI: 10.1177/0731948719864417
Alexandra A. Lauterbach 1 , Mary T. Brownell 2 , Elizabeth A. Bettini 3
Affiliation  

Secondary content-area teachers seldom use research-based practices for students with learning disabilities (LD), and prior research indicates they often conceptualize instruction in ways that align poorly with research about effective instruction for students with LD. However, prior research has focused on typical secondary content-area teachers, and we know little about how expert secondary content-area teachers think about instruction for students with LD. We used hermeneutic phenomenological methods to explore expert content-area teachers’ pedagogical schemas for teaching literacy to secondary students with LD. We found teachers’ pedagogical schemas were shaped by their goals for students and the role they believed learning difficulties played in achieving those goals. This led them to integrate literacy and disciplinary instruction to support students’ learning. The findings extend and support existing research on teachers’ expertise, and have implications for future efforts to develop secondary content-area teachers’ expertise in teaching students with LD.

中文翻译:

专家中学内容区域教师教学模式,对学习障碍学生的读写能力

中学内容领域的教师很少为学习障碍(LD)的学生使用基于研究的实践,并且先前的研究表明,他们通常以与针对LD学生的有效指导的研究相去甚远的方式对教学进行概念化。但是,先前的研究集中在典型的中学内容领域教师上,我们对专业中学内容领域教师如何看待对LD学生的教学知之甚少。我们使用解释现象学方法来探索专家内容区域教师的教学模式,以向LD的中学生教授识字。我们发现教师的教学模式是由他们对学生的目标以及他们认为学习困难在实现这些目标中所起的作用所决定的。这导致他们将识字和学科教学相结合,以支持学生的学习。这些发现扩展并支持了有关教师专业知识的现有研究,并对未来发展二级内容区域教师在学习LD的学生方面的专业知识具有影响。
更新日期:2019-07-21
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