Infusing Culturally Responsive Instruction to Improve Mathematics Performance of Latino Students with Specific Learning Disabilities
Infusing Culturally Responsive Instruction to Improve Mathematics Performance of Latino Students with Specific Learning Disabilities
复制标题
注入文化响应式教学以提高有特定学习障碍的拉丁裔学生的数学成绩
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Ya
中科院分区：
文献类型：
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作者：
Lorraine Shumate;Gloria D. Campbell;Ya
文化反应教学的优势在于帮助不同的学生取得学术成就。本研究的目的是调查的影响，文化注入数学课的学习成绩的五所中学的拉丁裔学生在资源教室有特定的学习障碍。我们采用了ABACACA多重处理逆转设计，其中两种形式的文化反应教学（B）及其修改（C）与传统教学（A）进行了比较。研究结果表明，修改后的文化反应数学教学（C）与参与者日常数学测验的积极收益增加有关。限制和影响进行了讨论，在有关文化上的反应，为中学拉丁美洲学生有特定的学习障碍的教学。
Culturally responsive instruction has the advantage of helping diverse students make academic gains. The purpose of this study was to investigate the effects of culturally infused mathematics lessons on the academic achievement of five middle school Latino students with specific learning disabilities in a resource classroom. We used an ABACACA multiple treatment reversal design, in which two forms of culturally responsive instruction (B) and its modification (C) were compared with the traditional instruction (A). The results of the study indicated that the modified culturally responsive mathematics instruction (C) was associated with increases in positive gains in participants' daily mathematics quizzes. Limitations and implications are discussed in relation to culturally responsive instruction for middle school Latino students with specific learning disabilities.
拉丁裔学生口语阅读流利度发展模型：二年级和三年级的纵向研究。
影响因子：
4.9
作者：
AlOtaiba,Stephanie;Petscher,Yaacov;Williams,RihanaS;Pappamihiel,NEleni;Dyrlund,AllisonK;Connor,Carol
通讯作者：
Connor,Carol