Teacher Practices and Student Growth in Mathematics: Grades 6-8. Technical Report #1401

Autor/inn/en	Anderson, Daniel; Saven, Jessica L.; Irvin, P. Shawn; Alonzo, Julie; Tindal, Gerald
Institution	University of Oregon, Behavioral Research and Teaching (BRT)
Titel	Teacher Practices and Student Growth in Mathematics: Grades 6-8. Technical Report #1401
Quelle	(2014), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Achievement; Educational Practices; Teaching Methods; Teaching Styles; Research Reports; Middle School Students; Instructional Effectiveness; Progress Monitoring; Grade 7; State Standards; Mathematics Tests; Response to Intervention; At Risk Students; Self Disclosure (Individuals); Regression (Statistics); Achievement Gains; Achievement Rating; Outcome Measures; Hierarchical Linear Modeling; Special Needs Students; Mathematics Instruction; Grade 6 + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Research report; Forschungsbericht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Unterrichtserfolg; School year 07; 7. Schuljahr; Schuljahr 07; Regression; Regressionsanalyse; Achievement gain; Leistungssteigerung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Sonderpädagogischer Förderbedarf; Mathematics lessons; Mathematikunterricht; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	Schools and districts across the United States have adopted response to intervention (RTI) as a means for both identifying and intervening with students at risk for low achievement. The validity of RTI rests largely upon teachers making appropriate instructional decisions based on students' responses to a given practice. This study was designed to explore how teachers' instructional practices relate to progress monitoring data in math in Grades 6 and 7. A total of eight teachers participated (five in Grade 6, three in Grade 7). They administered an easyCBM Common Core State Standards (CCSS) Math measure to their students monthly and provided information on their instructional practices for each student at least three times (fall, winter, and spring). Analyses included: (a) textual analyses of teachers' self-reported instructional practices, (b) multilevel growth analyses of students' math data, and (c) ordinal regression analyses of students' intercept and slope predicting the number of interventions the student received. Results indicate that self-report methods may not be sufficient to adequately address the relation between teacher practices and students' growth. Nonetheless, in Grade 6, a relation was found between students' average growth in math performance and the likelihood that they would be administered multiple interventions. (As Provided).
Anmerkungen	Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site: http://www.brtprojects.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10