Methods of Analysis and Overall Mathematics Teaching Quality in At-Risk Prekindergarten Classrooms

Autor/inn/en	McGuire, Patrick R.; Kinzie, Mable; Thunder, Kateri; Berry, Robert
Titel	Methods of Analysis and Overall Mathematics Teaching Quality in At-Risk Prekindergarten Classrooms
Quelle	In: Early Education and Development, 27 (2016) 1, S.89-109 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2015.968241
Schlagwörter	Teacher Student Relationship; Video Technology; Observation; Preschool Education; Mathematics Curriculum; Mathematics Instruction; Interaction; Coding; Correlation; Educational Quality; At Risk Students; Preschool Teachers; Preschool Children; Teaching Methods; Learning Activities; Statistical Analysis + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Beobachtung; Pre-school education; Vorschulerziehung; Mathematics lessons; Mathematikunterricht; Interaktion; Codierung; Programmierung; Korrelation; Quality of education; Bildungsqualität; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Statistische Analyse
Abstract	Research Findings: This study analyzed the quality of teacher-child interactions across 10 videotaped observations drawn from 5 different prekindergarten classrooms delivering the same mathematics curriculum: "MyTeachingPartner-Math." Interactions were coded using 2 observational measures: (a) a general measure, the Classroom Assessment Scoring System (CLASS); and (b) a math-specific measure, the Classroom Observation of Early Mathematics-Environment and Teaching (COEMET). Practice or Policy: High correlations were found between the 2 measures, suggesting that the CLASS may serve as a sufficient metric to determine the quality of mathematics instruction in prekindergarten, though the COEMET may provide finer grained detail about teachers' practice. Results indicate that the quality of mathematics instruction provided by teachers generally fell in the low- to medium-quality range and did not differ significantly across curriculum-related contextual factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01