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ERIC Number: EJ463406
Record Type: CIJE
Publication Date: 1993
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0002-8312
Teaching-Method Scales and Mathematics-Class Achievement: What Works with Different Outcomes?
Hafner, Anne L.
American Educational Research Journal, v30 n1 p71-94 Spr 1993
The influence of mathematics-specific teaching practices on class-level mathematics achievement was studied using Second International Mathematics Study data for 236 eighth-grade classes (approximately 7,000 students). Links between class characteristics and teaching practices are explored. High socioeconomic status and high-ability students generally received teaching practices that predict high achievement. (SLD)
Descriptors: Ability, Classes (Groups of Students), Educational Practices, Grade 8, International Studies, Junior High School Students, Junior High Schools, Mathematics Achievement, Mathematics Instruction, Outcomes of Education, Predictor Variables, Rating Scales, Socioeconomic Status, Teaching Methods
Publication Type: Reports - Research; Speeches/Meeting Papers; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Second International Mathematics Study
Note: Version of a paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).