Challenging Students With High Abilities in Inclusive Math and Science Classrooms

• In Event: 51.043 - How Teachers' Expectations for Students Matter for Teaching

Abstract

Research has focused on the benefits of self-regulated learning and the notion that high-ability students regulate their learning to different extents. This study served to fill a literature gap by examining how math and science teachers in inclusive, urban general education classrooms sought to build and promote the self-regulated learning (SRL) skills of high-ability students. Fifty-eight experienced math and science teachers participating in professional development focused on SRL participated in the study. Descriptive statistics revealed that teacher practices are moderately aligned with SRL or cognitive and motivation theories. The findings suggest that future studies should examine how professional development targeting teachers’ ability to promote high-ability students’ SRL practices may increase teacher practices that challenge learners with high and developing abilities.

Authors

• Suzanne Freedberg, Fordham Graduate School of Education

• Rhonda Suzanne Bondie, Harvard University

• Akane Zusho, Fordham University

• Courntey Allison, Math for America