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Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Berry, Robert Q.; Larsen, Ross A. – Elementary School Journal, 2013
This study highlights the connections between two facets of teachers' skills--those supporting teachers' mathematical instructional interactions and those underlying social interactions within the classroom. The impact of the Responsive Classroom (RC) approach and use of RC practices on the use of standards-based mathematics teaching practices was…
Descriptors: Control Groups, Mathematics Instruction, Instructional Effectiveness, Teaching Methods
Campbell, Patricia F.; Malkus, Nathaniel N. – Elementary School Journal, 2011
Elementary mathematics coaches are placed in schools to construct leadership roles and to provide on-site, collaborative professional development addressing mathematical content, pedagogy, and curriculum in an effort to enhance instruction and improve student achievement. This 3-year randomized control study found that over time coaches positively…
Descriptors: Mathematics Achievement, Grade 3, Grade 4, Grade 5
Peer reviewed
Anders, Deborah – Elementary School Journal, 1995
Activities embedded within events in two math classes were examined to determine patterns that suggested the teacher's knowledge in one content area, mathematics. An external representation of the teacher's classroom "script" was constructed to illuminate the essential elements of the script and what connections existed within the script…
Descriptors: Classroom Research, Elementary School Teachers, Grade 2, Grade 3
Peer reviewed
Billington, Roy – Elementary School Journal, 1994
Two classroom research studies with third graders examined the effects of collaborative test-taking on student mathematics retention. Findings from the first study indicated that collaborative testing promoted retention, but results of the second study contradicted the initial findings. Possible explanations for the differences included student…
Descriptors: Action Research, Classroom Research, Cooperative Learning, Elementary School Students
Peer reviewed
Baxter, Juliet A.; Woodward, John; Olson, Deborah – Elementary School Journal, 2001
Examined the responses of low-achieving students to reform-based mathematics instruction. Found that both the organization and task demands of the reform classrooms presented verbal and social challenges to low achievers that need to be addressed if these students are to benefit from reform-based mathematics instruction. (Author)
Descriptors: Academic Achievement, Grade 3, Low Achievement, Mathematics