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ERIC Number: EJ1060204
Record Type: Journal
Publication Date: 2015-Mar
Pages: 31
Abstractor: As Provided
Reference Count: 76
ISBN: N/A
ISSN: ISSN-0013-5984
Examining the Association between Explicit Mathematics Instruction and Student Mathematics Achievement
Doabler, Christian T.; Baker, Scott K.; Kosty, Derek B.; Smolkowski, Keith; Clarke, Ben; Miller, Saralyn J.; Fien, Hank
Elementary School Journal, v115 n3 p303-333 Mar 2015
Explicit instruction is a systematic instructional approach that facilitates frequent and meaningful instructional interactions between teachers and students around critical academic content. This study examined the relationship between student mathematics outcomes and the rate and quality of explicit instructional interactions that occur during core mathematics instruction in kindergarten classrooms using a multifaceted observation system. A total of 379 observations were conducted in 129 classrooms, involving approximately 2,200 students across a 2-year span. Results suggest that the rate and quality of instructional interactions is related to student mathematics achievement. Implications for instruction and observation research are discussed.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305K040081; R305A080699