Mathematics in juvenile correctional schools: Curricular and assessment practices
Learning Disabilities: A Multidisciplinary Journal, 18, 11-22
Learning Disabilities Association of America
Place of Publication:
The current study is a national survey of special education mathematics teachers in juvenile correctional schools (JC). Results are based on 121 (32%) returned surveys from special education mathematics teachers. Results indicated that in 47% of schools, curriculum was not based on district or state curricula. Between 40-50% of teachers reported somewhat, very little, or not at all concerning supervision to ensure use of curriculum aligned with state assessments. While 69% of teachers reported that their students should participate in state assessments, only 37% of students reportedly participated in state assessments. Implications and future research are also noted.
Collected for University of Florida's Institutional Repository by the UFIR Self-Submittal tool. Submitted by Joseph Gagnon.