Elementary pre-service teacher knowledge and transfer of mathematics intervention practices

dc.contributor.authorHurlbut, Amanda R.
dc.contributor.authorTunks, Jeanne
dc.creator.orcidhttps://orcid.org/0000-0001-9838-6025
dc.date.accessioned2022-10-21T17:48:03Z
dc.date.available2022-10-21T17:48:03Z
dc.date.issued2018
dc.descriptionArticle originally published by New Waves Educational Research and Development, 21 (2), 1-25. English. Published online 2018. https://www.viethconsulting.com/members/publication/new_waves_article.php?aid=37297563
dc.description.abstractThe purpose of this study was to examine how elementary pre-service teachers’ transferred mathematics instructional practices learned in a methods course at the university to a field-based classroom setting using response to intervention (RTI) methodology. Pre-service teachers (PSTs) implemented a required Mathematics Interaction Project with small groups of elementary students in the field. The project consisted of initiating a screening instrument on a targeted math skill, providing four to six intervention lessons, and then tracking student progress using formative and summative assessment measures. Data were generated through document analysis of the MIP reflection submissions and focus group interviews with 22 participants. Findings indicate that most PSTs’ transferred mathematics instructional practices such as manipulative use, lesson planning, and assessment to the field-based setting. However, only candidates with a background in special education saw the process specifically tied to response to intervention.en_US
dc.identifier.citationThis is the published version of an article that is available at https://www.viethconsulting.com/members/publication/new_waves_article.php?aid=37297563. Recommended citation: Hurlbut, A., & Tunks, J. (2018). Elementary pre-service teacher knowledge and transfer of mathematics intervention practices. New Waves Educational Research and Development, 21 (2), 1-25. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.en_US
dc.identifier.urihttps://hdl.handle.net/11274/14130
dc.identifier.urihttps://www.viethconsulting.com/members/publication/new_waves_article.php?aid=37297563
dc.language.isoen_USen_US
dc.publisherChinese American Educational Research and Development Associationen_US
dc.subjectResponse to Intervention (RTI)en_US
dc.subjectGeneral education intervention systemen_US
dc.subjectSelf-efficacyen_US
dc.titleElementary pre-service teacher knowledge and transfer of mathematics intervention practicesen_US
dc.typeArticleen_US

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