Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives
| Autor: | Susan K. Staats, Lori Ann Laster |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Dual enrollment
access to higher education Public Administration Higher education Teaching method Physical Therapy Sports Therapy and Rehabilitation Context (language use) Academic achievement Universal design for instruction Undergraduate mathematics Education equity Developmental and Educational Psychology Computer Science (miscellaneous) Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION ComputingMilieux_THECOMPUTINGPROFESSION business.industry 05 social sciences mathematical modeling inquiry learning 050301 education Universal Design for Learning universal instructional design universal design for learning Computer Science Applications 0509 other social sciences Access to Higher Education lcsh:L 050904 information & library sciences business 0503 education lcsh:Education |
| Zdroj: | Education Sciences Volume 8 Issue 4 Education Sciences, Vol 8, Iss 4, p 154 (2018) |
| ISSN: | 2227-7102 |
| DOI: | 10.3390/educsci8040154 |
| Popis: | Concurrent enrollment refers to partnerships between postsecondary institutions and schools through which secondary school students can complete a university class taught by a qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment programs are an under-recognized tool for extending the impact of Universal Design for Learning (UDL). The context of our study is an equity-focused university course in algebraic mathematical modeling that is also offered through concurrent enrollment in over 30 secondary schools to over 800 secondary students annually in our state of Minnesota, U.S.A. This paper presents a qualitative analysis of secondary school teachers&rsquo experiences implementing the inquiry pedagogy and the equity goals of the course. Several results are important for UDL. Teachers (1) describe equity in social terms of race, ethnicity, income, immigration, and language status in addition to measures of academic success (2) perceive improvements in students&rsquo attitudes towards mathematics, school, and university education (3) perceive student academic growth through mathematical writing and (4) report close relationships with students. If higher education faculty design their on-campus classes to incorporate UDL principles, concurrent enrollment offers the potential to improve inclusive pathways from secondary schools to universities. |
| Databáze: | OpenAIRE |
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