How Teacher and Classroom Characteristics Moderate the Effects of Four Elementary Math Curricula

Autor/inn/en	Agodini, Roberto; Harris, Barbara
Titel	How Teacher and Classroom Characteristics Moderate the Effects of Four Elementary Math Curricula
Quelle	In: Elementary School Journal, 117 (2016) 2, S.216-236 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/688927
Schlagwörter	Teacher Characteristics; Classroom Environment; Elementary School Curriculum; Elementary School Mathematics; Curriculum Implementation; Teacher Attitudes; Teacher Competencies; Individualized Instruction; Pedagogical Content Knowledge; Teaching Methods; Predictor Variables; Performance Factors; Grade 1; Grade 2 + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Elementare Mathematik; Schulmathematik; Lehrerverhalten; Lehrkunst; Individualisierender Unterricht; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Prädiktor; Leistungsindikator; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	Research shows that some elementary math curricula are more effective than others at increasing student achievement. Most studies in this research base typically included teachers and classrooms that differ, so the results represent "average" curriculum effects, which raises an important question: Are curricula that are effective on average also effective among different types of teachers and classrooms? We examined whether curriculum effects are moderated by three characteristics that influence curriculum implementation and therefore may influence effects: (a) teachers' knowledge, (b) teachers' attitude toward math instruction, and (c) the extent to which teachers need to differentiate instruction in their classrooms. We examined these moderators for four elementary math curricula that use different pedagogical approaches and specifically for first- and second-grade achievement. We found that the two curricula that were more effective on average also were either as effective or more effective than the other two across all the contexts examined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06