ERIC Number: ED528877
Record Type: Non-Journal
Publication Date: 2011
Reference Count: 16
What Drives Alignment between Teachers' Survey Self-Reports and Classroom Observations of Standards-Based Mathematics Instruction?
Kaufman, Julia; Junker, Brian
Society for Research on Educational Effectiveness
Research on whether teachers can give accurate self-reports in surveys about their mathematics instruction is fairly mixed. Some of that research indicates that teachers can provide some general approximation of their mathematics instruction in survey self-reports, while other studies find very little correlation between teachers' survey responses and their mathematics practices. This diversity of findings points to elements within school district and program implementation context that influence teachers' understanding of mathematics instruction and, thus, the accuracy of their reports about that instruction. While some research provides evidence that teachers' understanding drives the accuracy of their survey responses, no research to date has provided evidence about what aspects of district context impact the accuracy of teachers' self-reports and whether that accuracy can change over time. In this paper, the authors consider the accuracy of teachers' survey reports about their mathematics instruction over a two-year period in two urban school districts. Their work suggests that several elements of district context matter for the accuracy of teachers' self reports, including their mathematics learning opportunities and the presence of other big instructional initiatives within the district. These findings, drawn from in-depth quantitative and qualitative data gathered in two localized education settings, provide key hypotheses to guide future survey research and controlled studies on teachers' understanding of their mathematics instructional practices. In the present study, the authors find that the same district with higher-quality instruction also had many more teachers who provided accurate self-reports of that instruction, while teachers in the other district often overestimated the quality of their instruction in surveys. Using additional survey and interview data, they present some individual and district factors that explain the accuracy of teachers' responses.
Descriptors: Evidence, Urban Schools, Mathematics Education, Research, Surveys, Correlation, Data Analysis
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Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)