What do students think when teachers make adaptations?

Vaughn, Sharon; Schumm, Jeanne Shay; Niarhos, Frances; Daugherty, Timothy K.

doi:10.1016/0742-051x(93)90018-c

Cited by 33 publications

(33 citation statements)

References 25 publications

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“…This finding is similar to that of previous studies in which general education middle school and high school students (Vaughn et al, 1993) and elementary students (Vaughn et al, in press) selected the teacher who made adaptations to meet students' special learning needs over the teacher who made fewer adaptations.…”

Section: Discussionsupporting

confidence: 90%

“…The students in this study were selected from heterogeneous classes with respect to achievement, and they indicated a strong preference across achievement and grade grouping for the teacher who accommodates diverse learners in his or her instructional practice. The average/high achieving students informed us through interviews that they believe that they also benefit when the teacher helps all students understand (Vaughn et al, 1993). Less clear were students' preferences for adaptations in tests, textbooks, and homework.…”

Section: Frequency Of Students' Comments Formentioning

confidence: 98%

“…In a previous study with 876 middle school and high school students (Vaughn et al, 1993), the internal consistency of the SPT was computed. The reliability coefficients were r=.72 for no adaptations (Douglas) and r= .74 for adaptations (Gardner).…”

Section: Measurementioning

confidence: 99%

“…In two previous investigations we have examined the perceptions of elementary (Vaughn, Schumm, Niarhos, & Gordon, in press) and secondary (Vaughn, Schumm, Niarhos, & Daugherty, 1993) students about adaptations made by teachers to meet the individual needs of diverse learners. The teaching practices of two hypothetical teachers were described-one who made adaptations and one who did not.…”

mentioning

confidence: 98%

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What Do Students with Learning Disabilities Think When Their General Education Teachers Make Adaptations?

1993

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The purpose of this study was to investigate the perceptions of mainstreamed students with learning disabilities (LD) regarding adaptations (e.g., altering tests, homework, assignments, instruction) made by general education teachers. Furthermore, their responses were compared with those of low achieving (LA) and average/high achieving (A/HA) classmates. One hundred seventy-nine students participated in this study: 60 mainstreamed students with LD, 59 low achieving students, and 60 average/high achieving students. Students were selected from 60 teachers' classrooms (20 elementary, 20 middle school, and 20 high school). Results from the elementary level indicate that students with LD differ from their LA and A/HA classmates in that the former indicate a stronger preference for opportunities to work in groups with different students, and prefer the teacher to make adaptations when they have difficulty learning. High school and middle school students from both the LA and A/HA groups, but not the LD group, preferred the teacher who made no adaptations in homework and textbooks. Discussion focuses on the role of students' perceptions in teacher decision making.

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Section: Discussionsupporting

confidence: 90%

Section: Frequency Of Students' Comments Formentioning

confidence: 98%

Section: Measurementioning

confidence: 99%

mentioning

confidence: 98%

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What Do Students with Learning Disabilities Think When Their General Education Teachers Make Adaptations?

1993

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“…see: Herring-Harrison et al 2007;Vaughn et al 1993), the findings of this study suggest that centralized and standardized student and school evaluation systems, in which schools and students face public scrutiny and competition for status and resources, limits the opportunity of teachers to adapt their pedagogy and curriculum to the needs of their students and stimulates teachers to put the requirements of the larger educational system first, likely at the expense of the lowest achieving students. Hence, the findings of this study build on and support Campbell"s (1976) classic law which hypothesises that the more any quantitative social indicator is used by educational policymakers, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Adapting to the System or the Student? Exploring Teacher Adaptations to Disadvantaged Students in an English and a Belgian Secondary School

Stevens

Houtte

2011

Educational Evaluation and Policy Analysis

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Abstract:This article builds on research on teacher adaptations to students by exploring how a Belgian and English national context influence teachers" definitions of educational success, their explanations of educational failure and allocation of scarce educational resources to disadvantaged students. Ethnographic data from one Flemish (Belgian) and one English secondary, multicultural school suggest that teachers in both schools adapt their expectations to students in line with the perceived ability and interests of students. However, differences between England and Flanders in how students and schools are evaluated can help to explain differences between Flemish and English teachers" allocation of scarce educational resources and responsibility for educational success. The conclusions discuss the implications of these findings for social policy and future research.

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The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes: an exploratory study

Hachfeld

Lazarides

2020

Eur J Psychol Educ

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Germany historically responded to student diversity by tracking students into different schools beginning with grade 5. In the last decades, sociopolitical changes, such as an increase in “German-as-a-second-language” speaking students (GSL), have increased diversity in all tracks and have forced schools to consider forms of individualization. This has opened up the scientific debate in Germany on merits and limitations of individualization for different student groups within a tracked system and heterogeneous classes. The aim of the present exploratory study was to examine how individualized teaching (i.e., teacher self-reported individualized teaching practices and individual reference norm orientation) is related to student-perceived teaching quality. Additionally, we considered moderation effects of classroom composition in relation to achievement and proportion of GSL students. Longitudinal data came from 35 mathematics classes with 659 9th and 10th grade students. Results showed significant relation between teacher self-reported individualized teaching practices and individual reference norm orientation and monitoring. Regarding the composition effects, the proportion of GSL students in class moderated the relation between teacher self-reported individual reference norm orientation and cognitive activation. Our findings contribute to the growing body of evidence that classroom composition can differentially impact the relation between teachers’ behaviors and students’ perceptions of teaching quality.

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What do students think when teachers make adaptations?

Cited by 33 publications

References 25 publications

What Do Students with Learning Disabilities Think When Their General Education Teachers Make Adaptations?

What Do Students with Learning Disabilities Think When Their General Education Teachers Make Adaptations?

Adapting to the System or the Student? Exploring Teacher Adaptations to Disadvantaged Students in an English and a Belgian Secondary School

The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes: an exploratory study

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