Download full text
Download full text
ERIC Number: ED562105
Record Type: Non-Journal
Publication Date: 2015
Reference Count: 16
Dimensionality of Upper Elementary Mathematics Instruction: Exploring Factors across Two Observational Instruments
Blazar, David; Braslow, David; Charalambous, Charalambos Y.
Society for Research on Educational Effectiveness
Over the past several years, research teams have developed observational instruments to measure the quality of teachers' instructional practices. Instruments such as Framework for Teaching (FFT) and the Classroom Assessment Scoring System (CLASS) assess general teaching practices, including student-teacher interactions, behavior management, and instructional pedagogy (Kane, Taylor, Tyler, & Wooten, 2011; Pianta, Belsky, Vandergrift, Houts, & Morrison, 2008). Other instruments such as the Protocol for Language Arts Teaching Observations (PLATO) and the Mathematical Quality of Instruction (MQI) attend to content specific practices that are more pertinent for teaching and learning in specific disciplines (Grossman et al, 2012; Hill et al, 2008). Working at the intersection of both types of practices, the authors attempt to describe instruction using both generic and content-specific measures of teaching practice. As research teams have focused on the measurement properties of individual instruments, the extent to which generic and content-specific instruments capture related constructs is unclear. This research is of value to both researchers and school leaders, who might be interested in enumerating a parsimonious list of teaching practices that brings together generic and content-specific aspects of instruction; such a list could be useful for a number of purposes, including the creation of comprehensive evaluation frameworks and studies of the relationships between different domains of teaching practice and student learning. An appendix contains tables and figures.
Descriptors: Elementary School Mathematics, Mathematics Instruction, Test Construction, Teacher Competencies, Teaching Methods, Mathematics Teachers, Grade 4, Grade 5, Elementary School Teachers, Observation, Video Technology, Coding, Correlation, Factor Analysis
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: email@example.com; Web site: http://www.sree.org
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: Researchers; Administrators
Authoring Institution: Society for Research on Educational Effectiveness (SREE)