Closing the achievement gap

By C. Winstanley. Learning To Teach In The Secondary School, 2019

204 citations recorded by the source corpus.

This study will look at ways students could succeed by overcoming the achievement gap. This study will be supplemented with important input from a seasoned teacher and important points from literature reviews. Specific strategies include teacher training, planning for collaboration between regular and special education teachers, and lesson design for individualized needs. The study demonstrates how collaborative interventions amongst students would allow the importance of creating an inclusive classroom environment for all students. Perhaps these possible solutions will close achievement gaps by giving teachers the tools to provide equal educational opportunities for every student. The research describes the changes that could be made to improve teacher practices focused on special needs students. Teacher training will expose them to new techniques and approaches that can improve the learning of all students in classrooms. The intention is to provide knowledge to teachers that can assist in meeting each child's unique requirements.

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Citations in the corpus

Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5 (2019, background): “…compounded by the fact that a disproportionately large number of preservice and in-service elementary teachers have deeply rooted anxieties about mathematics (Battista, 1986; Haycock, 2001)—particularly algebra—that can impede the confidence with which they teach children (Bursal & Paznokas, 2006).”