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Using Multivariate Statistics

Principles and Practice of Structural Equation Modeling (2nd ed.)

미국의 “전국 수학 교사 협의회”(National Council of Teachers of Mathematics, NCTM)는 1989년부터 〈학교 수학의 교육과정과 평가 규준〉(1989), 〈수학 가르침(교수)의 전문성 규준〉(1991), 〈학교 수학의 평가(시험) 규준〉(NCTM, 1995), 〈학교 수학의 원리와 규준〉(2000)을 출판하여 미국의 수학 교육 의 전망(목표, 나아갈 길)과 규준(실행 지침)을 제시하였다. 수학 교사들로 구성된 미국의 NCTM은 학생, 학부모, 학교 행정가 등 많은 사람들과 힘을 합하여 모든 학생들에게 수준 높은 수학 교육을 받을 수 있는 여건(환경, 기회)을 조성하는 데 구심점의 역할을 하였다. 한편 많은 관련 단체들은 여러 배경과 능력을 가진 학생들이 전문성을 지닌 교사(특수 교사를 일컫는 밀이 아니다. 수학 교과를 이해하고 수학의 전문성과 특수성을 가르칠 수 있는 일반 교사를 일컫는 말이다.)로부터 미래를 대비해 평등하고, 진취적이며, 지원이 잘 이루어지고, 공학 도구(IT)가 잘 갖춰진 환경에서 중요한 수학적 아이디어를 이해하면서 학습할 수 있는 수학 교실(미국에서는 우리나라처럼 수학 교사가 수학 시간에 학생의 방(교실: Homeroom)에 찾아가지 않고 학생들이 선생의 방(수학 교실: Classroom)을 찾아온다. 전형적인 수학 교실의 사진은 2쪽에 나와 있다.)을 만들기 위해 함께 힘썼다. NCTM에서 출간한 여러 규준들은 우리나라의 제6차와 제7차 교육과정에도 큰 영향을 미쳤다. 이 글에서는 NCTM(2000)에서 제시한 학습 원리를 간단히 살펴본 다음 이를 중심으로 현재 미국 수학 교육의 교수ㆍ학습 이론의 동향을 살펴본다.

미국 NCTM의 Principles and Standards for School Mathematics에 나타난 수학과 교수,학습의 이론

(1998). Human cognitive abilities: A survey of factor analytic studies. Gifted and Talented International: Vol. 13, No. 2, pp. 97-98.

Human cognitive abilities: A survey of factor analytic studies

国際生活機能分類(International Classification of Functioning, Disability and Health: ICF)にみた福祉・保健・医療の専門職協働における連携に関する貢献と課題

There is increased emphasis on self-determination as an important outcome for youth with disabilities if they are to achieve positive adult outcomes after they leave school. However, the causal link between self-determination and positive adult outcomes has remained untested. The Arc conducted a follow-up study of students with mental retardation or learning disabilities for whom data regarding self-determination had been collected prior to their high school exit. Data regarding adult outcomes for these students nearly 1 year after graduation were collected. The resulting analysis determined that self-determined students were more likely to have achieved more positive adult outcomes, including being employed at a higher rate and earning more per hr than peers who were not self-determined. A framework for promoting self-determination as an educational outcome is presented.

/pdf/self-determination-and-positive-adult-outcomes-a-follow-up-2oejslgyd6.pdf

Self-Determination and Positive Adult Outcomes: A Follow-up Study of Youth with Mental Retardation or Learning Disabilities:

This article reports afollow-up study of school leavers with mental retardation or learning disabilities who were surveyed 1- and 3-years after they left school to determine what they were doing in major life areas (employment, independent living or community integration). Students were divided into two groups based on self-determination scores collected during theirfinal year at high school. Comparisons between these groups on outcomes at I and 3 years post-graduation indicate that students who were more self-determined fared better across multiple life categories, including employment and access to health and other benefits, financial independence, and independent living. Over the last decade there has been consider- able focus in special education literature on the importance of self-determination in the education of students with disabilities. Due largely to the federal emphasis on and fund- ing for promoting self-determination as a component of transition services for youth with disabilities, numerous resources are now available to support instruction to achieve this outcome. Such resources range from curricu- lar materials and guides to instructional strat- egies and methods (Field & Hoffman, 1996a; Field, Martin, Miller, Ward, & Wehmeyer,

Adult Outcomes for Students with Cognitive Disabilities Three-Years After High School: The Impact of Self-Determination

Intellectual Disability: Definition, Classification, and Systems of Supports. Eleventh Edition.

Teachers seeking to promote the self-determination of their students must enable them to become self-regulated problem-solvers. This article introduces a model of teaching, The Self-Determined Learning Model of Instruction, incorporating principles of self-determination, which enables teachers to teach students to become causal agents in their own lives. This model was field-tested with students with disabilities. Students receiving instruction from teachers using the model attained educationally relevant goals, showed enhanced self-determination, and communicated their satisfaction with the process. Teachers implementing the model likewise indicated their satisfaction with the process and suggested that they would continue to use the model after the completion of the field test.

/pdf/promoting-causal-agency-the-self-determined-learning-model-4yuzihvl3l.pdf

Promoting Causal Agency: The Self-Determined Learning Model of Instruction

There is growing mindfulness in the fields of disability services, rehabilitation, education and psychology of the need to promote self-determination for individuals with mental retardation and developmental disabilities, based at least partially on the importance of this outcome for people to experience an enhanced quality of life. In the present study data were collected on the quality of life and self- determination of 50 individuals with mental retardation, and data were analyzed, using discriminant function analysis and correlational analyses, to determine the contribution of self -determination to quality of life and examine the relationship between these constructs. People who reported a higher quality of life were also identified as more self-determined. The results support the continued effort to promote self- determination for people with mental retardation and developmental disabilities.

https://kuscholarworks.ku.edu/bitstream/handle/1808/6237/SD4_Relationship%20between%20SD%20and%20QOL.pdf;sequence=1

Michael L. Wehmeyer

Papers

Self-Determination and Positive Adult Outcomes: A Follow-up Study of Youth with Mental Retardation or Learning Disabilities:

Adult Outcomes for Students with Cognitive Disabilities Three-Years After High School: The Impact of Self-Determination

Intellectual Disability: Definition, Classification, and Systems of Supports. Eleventh Edition.

Promoting Causal Agency: The Self-Determined Learning Model of Instruction

The Relationship Between Self-Determination and Quality of Life for Adults with Mental Retardation