Teachers' and Students' Preferences for Mathematics Interventions: Implications for Teacher Acceptability in Consultation

Abstract

Teacher and student acceptability of academic interventions is an important factor for school- based consultants to consider in determining the use and effectiveness of academic interventions. This study compared the acceptability of 3 theoretically distinct mathematics interventions: a cognitive, a behavioral, and a traditional intervention. The study lasted 8 weeks. A total of 18 teacher-candidates (TCs) and 55 fourth grade students were exposed to 1 of 3 mathematical interventions and were asked to rate the acceptability of each intervention. Results showed that both TCs and students rated the interventions as equally acceptable. These findings, though useful to both school-based consultants and trainers, are in contrast with previous findings suggesting that teachers prefer cognitive and cooperative interventions over behavioral interventions (de Mesquita & Zollman, 1995).