Examining the Relationships among Mathematics Coaches and Specialists, Student Achievement, and Disability Status: A Multilevel Analysis Using National Assessment of Educational Progress Data

Autor/inn/en	Harbour, Kristin E.; Adelson, Jill L.; Pittard, Caroline M.; Karp, Karen S.
Titel	Examining the Relationships among Mathematics Coaches and Specialists, Student Achievement, and Disability Status: A Multilevel Analysis Using National Assessment of Educational Progress Data
Quelle	In: Elementary School Journal, 118 (2018) 4, S.654-679 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
Schlagwörter	Correlation; Mathematics Instruction; Academic Achievement; National Competency Tests; Mathematics Tests; Coaching (Performance); Elementary School Mathematics; Mathematics Achievement; Grade 4; Elementary School Students; Disabilities; Hierarchical Linear Modeling; Specialists; Elementary School Teachers; Mathematics Teachers; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Korrelation; Mathematics lessons; Mathematikunterricht; Schulleistung; Elementare Mathematik; Schulmathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; Handicap; Behinderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik
Abstract	Using restricted-use data from the 2011 National Assessment of Educational Progress mathematics assessment, the current study examined the relationship between the presence of elementary mathematics coaches and specialists (MCSs) and the mathematics achievement of more than 190,000 fourth-grade students in more than 7,400 schools nationwide. In addition, the study explored how that relationship differed for students with and without identified disabilities, a vital concern with the continued focus of equity in mathematics education. Hierarchical linear modeling, with adjustments for composite covariates and controls as well as sampling weights, was used to examine each research question. Results showed promise for the use of full-time elementary MCSs to support students' overall and specific content-area mathematics achievement. This positive relationship did not hold true for the use of part-time MCSs, nor was a differential effect found based on students' disability status. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01