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Teacher Opinions on the Process of Preparing, Implementing, and Evaluation of an Individualized Education Program for Primary School Mathematics Courses

Year 2023, , 254 - 269, 25.10.2023
https://doi.org/10.55236/tuara.1353213

Abstract

This study is aimed to explore the views of classroom teachers who have inclusive students in their classrooms on IEP preparation, implementation and evaluation in mathematics lessons. The research was designed with the case study method, one of the qualitative research methods. The participant group of the study consisted of 22 classroom teachers with inclusive students in their classrooms. The research data were collected face-to-face in the second semester of the 2022-2023 academic year through a semi-structured interview form. The content analysis method was used to analyze the collected data. As a result of the content analysis, the data obtained were organized and interpreted under the themes of IEP preparation, implementation, and evaluation in mathematics lessons. As a result of the research, it was determined that classroom teachers could not find appropriate and sufficient materials and could not get expert support in the process of IEP implementation in mathematics courses. In addition, it was found that classroom teachers were inadequate in monitoring and evaluating the IEP in mathematics and used non-standard measurement and evaluation tools. It can be said that experimental studies are needed to assess whether or not the IEP preparation, implementation, and evaluation process improves students' achievement in mathematics.

References

  • Yüksel, B., Oğur, Ö., & İşbilir, A. (2020). Pre-school teachers’ competences in individualized education program (IEP): A mixed method study. Asya Studies, 4(14), 1-17. https://doi.org/10.31455/asya.779765

Teacher Opinions on the Process of Preparing, Implementing, and Evaluation of an Individualized Education Program for Primary School Mathematics Courses

Year 2023, , 254 - 269, 25.10.2023
https://doi.org/10.55236/tuara.1353213

Abstract

This study is aimed to explore the views of classroom teachers who have inclusive students in their classrooms on IEP preparation, implementation and evaluation in mathematics lessons. The research was designed with the case study method, one of the qualitative research methods. The participant group of the study consisted of 22 classroom teachers with inclusive students in their classrooms. The research data were collected face-to-face in the second semester of the 2022-2023 academic year through a semi-structured interview form. The content analysis method was used to analyze the collected data. As a result of the content analysis, the data obtained were organized and interpreted under the themes of IEP preparation, implementation, and evaluation in mathematics lessons. As a result of the research, it was determined that classroom teachers could not find appropriate and sufficient materials and could not get expert support in the process of IEP implementation in mathematics courses. In addition, it was found that classroom teachers were inadequate in monitoring and evaluating the IEP in mathematics and used non-standard measurement and evaluation tools. It can be said that experimental studies are needed to assess whether or not the IEP preparation, implementation, and evaluation process improves students' achievement in mathematics.

References

  • Yüksel, B., Oğur, Ö., & İşbilir, A. (2020). Pre-school teachers’ competences in individualized education program (IEP): A mixed method study. Asya Studies, 4(14), 1-17. https://doi.org/10.31455/asya.779765
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Details

Primary Language English
Subjects Curriculum Evaluation in Education, Other Fields of Education (Other)
Journal Section Research Articles
Authors

Tunahan Filiz 0000-0002-3149-8783

Early Pub Date October 13, 2023
Publication Date October 25, 2023
Published in Issue Year 2023

Cite

APA Filiz, T. (2023). Teacher Opinions on the Process of Preparing, Implementing, and Evaluation of an Individualized Education Program for Primary School Mathematics Courses. The Universal Academic Research Journal, 5(3), 254-269. https://doi.org/10.55236/tuara.1353213
AMA Filiz T. Teacher Opinions on the Process of Preparing, Implementing, and Evaluation of an Individualized Education Program for Primary School Mathematics Courses. The Universal Academic Research Journal. October 2023;5(3):254-269. doi:10.55236/tuara.1353213
Chicago Filiz, Tunahan. “Teacher Opinions on the Process of Preparing, Implementing, and Evaluation of an Individualized Education Program for Primary School Mathematics Courses”. The Universal Academic Research Journal 5, no. 3 (October 2023): 254-69. https://doi.org/10.55236/tuara.1353213.
EndNote Filiz T (October 1, 2023) Teacher Opinions on the Process of Preparing, Implementing, and Evaluation of an Individualized Education Program for Primary School Mathematics Courses. The Universal Academic Research Journal 5 3 254–269.
IEEE T. Filiz, “Teacher Opinions on the Process of Preparing, Implementing, and Evaluation of an Individualized Education Program for Primary School Mathematics Courses”, The Universal Academic Research Journal, vol. 5, no. 3, pp. 254–269, 2023, doi: 10.55236/tuara.1353213.
ISNAD Filiz, Tunahan. “Teacher Opinions on the Process of Preparing, Implementing, and Evaluation of an Individualized Education Program for Primary School Mathematics Courses”. The Universal Academic Research Journal 5/3 (October 2023), 254-269. https://doi.org/10.55236/tuara.1353213.
JAMA Filiz T. Teacher Opinions on the Process of Preparing, Implementing, and Evaluation of an Individualized Education Program for Primary School Mathematics Courses. The Universal Academic Research Journal. 2023;5:254–269.
MLA Filiz, Tunahan. “Teacher Opinions on the Process of Preparing, Implementing, and Evaluation of an Individualized Education Program for Primary School Mathematics Courses”. The Universal Academic Research Journal, vol. 5, no. 3, 2023, pp. 254-69, doi:10.55236/tuara.1353213.
Vancouver Filiz T. Teacher Opinions on the Process of Preparing, Implementing, and Evaluation of an Individualized Education Program for Primary School Mathematics Courses. The Universal Academic Research Journal. 2023;5(3):254-69.