Putting Early Algebra in the Hands of Elementary School Teachers: Examining Fidelity of Implementation and Its Relation to Student Performance

Autor/inn/en	Stylianou, Despina A.; Stroud, Rena; Cassidy, Michael; Knuth, Eric; Stephens, Ana; Gardiner, Angela; Demers, Lindsay
Titel	Putting Early Algebra in the Hands of Elementary School Teachers: Examining Fidelity of Implementation and Its Relation to Student Performance
Quelle	(2019), (41 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algebra; Mathematics Instruction; Elementary School Teachers; Teaching Methods; Intervention; Mathematics Achievement; Grade 3; Grade 4; Grade 5; Longitudinal Studies; Video Technology; Mathematics Tests; Correlation; School Districts; Instructional Effectiveness; Fidelity + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; School district; Schulbezirk; Unterrichtserfolg
Abstract	Guided by a theoretical framework emphasizing the importance of fidelity of implementation (FOI), this paper explores how teachers of grades 3, 4 and 5 implemented an early algebra intervention, and the relationship between FOI and student learning. The data shared in this paper come from a longitudinal experimental research project in which 3,208 students from 46 schools were followed for three years. Videotaped classroom observations, our primary source of FOI data, were coded to capture teachers' instructional practices, and an algebra assessment was given to assess student performance in response to the teachers' implementation of our instructional intervention. Results revealed a significant positive relationship between aspects of teachers' implementation and their students' performance. [This paper was published in "Journal for the Study of Education and Development" v42 n3 p523-569 2019.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01