Comparing the Contribution of Teacher versus Tutor Ratings of Inattentive Behavior in Predicting Mathematics Achievement

Autor/inn/en	Malone, Amelia S.; Fuchs, Lynn S.
Titel	Comparing the Contribution of Teacher versus Tutor Ratings of Inattentive Behavior in Predicting Mathematics Achievement
Quelle	(2014), (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/0741932514539855
Schlagwörter	Elementary School Students; Mathematics Instruction; Teacher Attitudes; Elementary School Teachers; Student Behavior; Attention; Computation; Small Group Instruction; Low Achievement; Mathematics Achievement; Mathematics Skills; At Risk Students; Tutoring; Tutors; Intervention; Comparative Analysis; Measures (Individuals); National Competency Tests; Statistical Distributions; Correlation; Predictor Variables; Prediction; Multiple Regression Analysis; Pretests Posttests; National Assessment of Educational Progress; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Aufmerksamkeit; Unterdurchschnittliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor; Messdaten; Wahrscheinlichkeitsverteilung; Korrelation; Prädiktor; Vorhersage
Abstract	The purpose of this study was to assess the relative contribution of teacher and tutor ratings of inattentive behavior in two different instructional settings in predicting students' performance on fraction concepts and whole-number calculations. Classroom teachers rated each student's attentive behavior in a whole-class setting and tutors rated each student's attentive behavior in an intensive small-group setting. The sample was 131 fourth-grade students identified as at risk for developing mathematics difficulties (MD) and randomly assigned to fraction tutoring. Teachers and tutors rated each student's inattentive behavior in the 10th week of the 12-week intervention period. On average, tutors rated students as more attentive than teachers. Also, tutor ratings had greater predictive power than teacher ratings on fraction concepts, but neither set of ratings uniquely predicted performance on whole-number calculations. Possible explanations for findings and directions for future research are discussed. [Note: This content is a pre-print version of the article.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01