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ERIC Number: EJ869811
Record Type: Journal
Publication Date: 2009
Pages: 21
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-0162-3737
A Longitudinal Investigation of the Relationship between Teachers' Self-Reports of Reform-Oriented Instruction and Mathematics and Science Achievement
Le, Vi-Nhuan; Lockwood, J. R.; Stecher, Brian M.; Hamilton, Laura S.; Martinez, Jose Felipe
Educational Evaluation and Policy Analysis, v31 n3 p200-220 2009
In the past two decades, several major initiatives were launched to improve mathematics and science education. One prominent feature in these efforts was a new approach to teaching mathematics and science, referred to as "reform-oriented" teaching. Although past studies suggest this approach may improve student achievement, the relationships between reform-oriented pedagogy and achievement were weak. The weak relationships may be partially attributable to the limited time frame in which reform-oriented teaching was examined (typically a 1-year period). This study explored the relationship between mathematics and science achievement and reform-oriented teaching over a 3-year period. Results suggested greater exposure to reform-oriented instruction was generally not significantly associated with higher student achievement but the effects became stronger with prolonged exposure to reform-oriented practices. Reform-oriented instruction showed stronger, positive relationships with open-ended measures than with multiple-choice tests in both mathematics and science and with problem-solving skills than with procedural skills in mathematics. (Contains 5 notes, 4 tables, and 2 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A