This Article Full Text (PDF) All Versions of this Article: 0895904807312472v1 23/4/554    most recent References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Mayrowetz, D. Social Bookmarking                         What's this?

Instructional Practice in the Context of Converging Policies

Teaching Mathematics in Inclusive Elementary Classrooms in the Standards Reform Era

University of Illinois at Chicago

In this study, the author explores elementary mathematics instruction in the context of standards-based reform and special education policy. Based on observation of inclusive classrooms and interviews with 12 teachers, the author finds that instructional practice was only somewhat consistent with the policy messages to include students with disabilities under the standards umbrella and to individualize instruction. Moreover, the author suggests three ways in which teachers respond to converging policies: skimming the surface of both policies without engaging the ideological core of either, finding the common ground while remaining true to the spirit of both policies, and privileging one policy at the expense of the other.

Key Words: disability • mathematics education • standards reform

This version was published on July 1, 2009

Educational Policy, Vol. 23, No. 4, 554-588 (2009)
DOI: 10.1177/0895904807312472


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?