Effects of Professional Development on English Learners’ Problem Solving

Teacher preparation for problem-solving instruction is essential to meeting the math needs of English learners (ELs) with math learning disabilities (MLD) in U.S. public schools. In investigating this instruction with Hispanic ELs with MLD, this study focused on how professional development supporte...

Full description

Saved in:
Bibliographic Details
Published in:Journal of learning disabilities 2023-07, Vol.56 (4), p.324-338
Main Authors: Orosco, Michael J., Reed, Deborah K.
Format: Article
Language:English
Subjects:
Academic language
Cooperative learning
Elementary School Students
English as a second language learning
English Language Learners
Faculty Development
Grade 3
Hispanic American Students
Learning Disabilities
Mathematics Instruction
Problem Solving
Professional development
Program Effectiveness
Public Schools
Reading Comprehension
Reading Skills
Secondary education
Special education
Student Needs
Students with Disabilities
Teacher education
Teachers
Teaching
Word Problems (Mathematics)
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Teacher preparation for problem-solving instruction is essential to meeting the math needs of English learners (ELs) with math learning disabilities (MLD) in U.S. public schools. In investigating this instruction with Hispanic ELs with MLD, this study focused on how professional development supported one special educator’s implementation of effective practices for both academic language and problem-solving instruction. The professional development prepared the teacher for instructional and cooperative learning phases that faded prompting as students achieved independence in applying the problem-solving strategy. A multiple-baseline design was used to assess nine third-grade Hispanic ELs with MLD. As compared with the baseline phase, instructional scaffolding increased word problem solving for all the participants. All students’ level of probe performance was maintained during follow-up sessions. The results suggest the intervention facilitated improved math problem-solving performance.
ISSN:0022-2194
1538-4780
DOI:10.1177/00222194221099671