Middle School Math Teachers’ Perceptions of their Classroom Practices among Students with Disabilities before and During the Pandemic: A Pilot Study
Jonte Myers, Georgia State University, United States ; Bradley Witzel, Western Carolina University, United States ; Emily Bouck, Michigan State University, United States ; Jasmine Mathis, Jonte Myers, Georgia State University, United States
Journal of Online Learning Research Volume 7, Number 3, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
In this study, the authors examined middle school mathematics teachers' perceptions of their instructional practices with students with disabilities (SWDs) during face-to-face instruction before the COVID-19 pandemic and eLearning during the pandemic. A survey explored teachers' use of research-supported practices and the challenges and supports that influenced teachers' instructional practice. Results showed teachers' reported classroom practices remained relatively consistent across both instructional modalities. Teachers also reported difficulties in providing accommodations and using small group instruction during eLearning. They noted barriers to eLearning related to student engagement and instructional planning and delivery. Finally, the study's findings, limitations, and implications for future research and pre-and in-service preparation are discussed.
Citation
Myers, J., Witzel, B., Bouck, E., Mathis, J. & Myers, J. (2021). Middle School Math Teachers’ Perceptions of their Classroom Practices among Students with Disabilities before and During the Pandemic: A Pilot Study. Journal of Online Learning Research, 7(3), 209-231. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 23, 2023 from https://www.learntechlib.org/primary/p/219619/.
© 2021 Association for the Advancement of Computing in Education (AACE)
