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ERIC Number: EJ915557
Record Type: Journal
Publication Date: 2010-Oct
Pages: 18
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0036-6803
Exploring the Link between Reformed Teaching Practices and Pupil Learning in Elementary School Mathematics
Jong, Cindy; Pedulla, Joseph J.; Reagan, Emilie Mitescu; Salomon-Fernandez, Yves; Cochran-Smith, Marilyn
School Science and Mathematics, v110 n6 p309-326 Oct 2010
This study examined the classroom practices of beginning elementary school teachers' instruction of mathematics and how it connected to their pupils' learning. The Reformed Teaching Observation Protocol (RTOP) was used to measure the extent to which beginning teachers used reformed teaching practices. As a measure of pupil learning, we utilized assessment scores specific to the mathematics unit observed and correlated them with teachers' RTOP scores. We found that beginning teachers who implemented reformed teaching practices tended to have pupils who scored higher on the district mathematics test with a statistically significant correlation of 0.56 (p less than 0.05). Implications of these findings and others are discussed in terms of using the RTOP to improve practice at the elementary school level and for future school-based research. (Contains 3 tables and 1 figure.)
John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A