Abstract
Thirty-seven preservice teachers engaged in a self-regulated learning experience proposed to increase their algebra content knowledge and to examine their use of data to make instructional decisions. Using weekly algebra curriculum-based measures, preservice special education teachers set learning goals and objectives, individually selected and adjusted weekly learning activities, and self-monitored and graphed their progress. A mixed-methods approach identified that all participants significantly increased in their algebra content knowledge, but the decision-making approaches among students varied greatly.
Original language | English (US) |
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Pages (from-to) | 78-92 |
Number of pages | 15 |
Journal | Teacher Education and Special Education |
Volume | 44 |
Issue number | 1 |
DOIs | |
State | Published - Feb 2021 |
Externally published | Yes |
Bibliographical note
Publisher Copyright:© 2020 Teacher Education Division of the Council for Exceptional Children.
Keywords
- algebra
- curriculum-based measure
- data-based decision-making
- instructional decision-making