The Relationship between General and Content-Specific Classroom Practices and K-6 Student Math Achievement: A Multi-Method Analysis

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  • Additional Information
    • Availability:
      ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
    • Peer Reviewed:
      N
    • Source:
      240
    • Education Level:
      Elementary Education
      Early Childhood Education
      Kindergarten
      Primary Education
      Grade 1
      Grade 2
      Grade 3
      Grade 4
      Intermediate Grades
      Grade 5
      Middle Schools
      Grade 6
    • Subject Terms:
      General Education; Curriculum; Classroom Techniques; Mathematics Achievement; Elementary School Mathematics; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Classroom Observation Techniques; Decision Making; Educational Policy; Educational Trends; Futures (of Society); Content Analysis; Teaching Methods
    • ISSN:
      3819-6867
    • ISBN:
      979-83-8196-867-5
    • Abstract:
      Research has suggested that measures of both general classroom observational tools (Classroom Organization and Teacher Emotional/Instructional Support) and content-specific observational tools (Ambitious Math Instruction and Errors and Imprecision) are related to K-6 student math achievement and therefore there is encouragement to use both types of observational measures as part of teacher evaluation. This study aims to provide policy makers, practitioners, and researchers with an overall picture of the expected relationships between the observational measures and K-6 student math achievement to inform decisions, policies, and future research. A multi-method analysis was conducted in which a meta-analytic structural equation model, a quantitative synthesis, and a qualitative synthesis of the current literature were integrated. Classroom Organization was found to have a small to medium effect on math achievement. Teacher Emotional/Instructional Support and Ambitious Math Instruction were found to be positively related to math achievement and Errors and Imprecision was found to be negatively related to math achievement. More research is needed using content-specific observational tools to determine expected effects on math achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      ED649151