'He Understands How I Work and How I Function': Math Teacher Actions That Promote Autonomy among Students with LDs and/or EBDs
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| Title: | 'He Understands How I Work and How I Function': Math Teacher Actions That Promote Autonomy among Students with LDs and/or EBDs |
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| Language: | English |
| Authors: | Rebecca Louick (ORCID |
| Source: | Learning Disabilities Research & Practice. 2024 39(2):70-86. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Mathematics Instruction, Mathematics Teachers, Teacher Role, Personal Autonomy, Students with Disabilities, Learning Disabilities, Behavior Disorders, Emotional Disturbances, High School Teachers, High School Students, Self Determination |
| DOI: | 10.1177/09388982231225736 |
| ISSN: | 0938-8982 1540-5826 |
| Abstract: | Guided by Self-Determination Theory, we conducted a case study of a high school math teacher nominated by students with disabilities as one who enhanced their learning. Using a combination of interviews and classroom observations, we explored the specific strategies that the teacher used to promote perceived autonomy among students with learning disabilities (LDs) and emotional-behavioral disorders (EBDs). The literature offers extensive evidence for the benefits of autonomy-supportive teacher practice, but much of the work was conducted without explicit inclusion of students with LDs and/or EBDs. Our analyses demonstrated that many of the practices captured in this research also worked to support the psychological needs of students with LDs and/or EBDs who participated in this study. Additionally, our case study teacher engaged in two additional strategies that are not currently represented in that body of evidence. As such, we discuss implications for practice and future directions for research. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1449519 |
| Database: | ERIC |
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