Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter

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Autor/inn/en	Urick, Angela; Wilson, Alison S. P.; Ford, Timothy G.; Frick, William C.; Wronowski, Meredith L.
Titel	Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter
Quelle	In: Educational Administration Quarterly, 54 (2018) 3, S.396-438 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Urick, Angela) ORCID (Ford, Timothy G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X18761343
Schlagwörter	Mathematics Education; Progress Monitoring; Educational Indicators; Federal Legislation; Educational Legislation; Instructional Leadership; Achievement Tests; Elementary Secondary Education; Foreign Countries; International Assessment; Mathematics Achievement; Mathematics Tests; Science Achievement; Science Tests; Access to Education; College Readiness; Career Readiness; Mathematics Instruction; Hypothesis Testing; Structural Equation Models; Mathematics Teachers; Elementary School Teachers; Elementary School Mathematics; Grade 4; Faculty Development; Accountability; Mathematics Curriculum; Educational Opportunities; Principals; Questionnaires; Multivariate Analysis; Regression (Statistics); Statistical Analysis; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Mathematische Bildung; Educational indicato; Bildungsindikator; Bundesrecht; Bildungsrecht; Schulgesetz; Instruction; Leadership; Bildung; Erziehung; Führung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Education; Access; Zugang; Bildungszugang; Mathematics lessons; Mathematikunterricht; Hypothesenprüfung; Hypothesentest; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Elementare Mathematik; Schulmathematik; School year 04; 4. Schuljahr; Schuljahr 04; Verantwortung; Bildungsangebot; Bildungschance; Principal; Schulleiter; Fragebogen; Multivariate Analyse; Regression; Regressionsanalyse; Statistische Analyse
Abstract	Purpose: To advance a framework of indicators that promotes implementation of math standards under the Every Student Succeeds Act (ESSA), we tested a conceptual model of the resources and processes within schools that influence the opportunity to learn mathematics (OTL) in the classroom using a recent administration of the 2011 Trends in International Math and Science Study (TIMSS 2011). There is potential benefit to state departments and system-level practitioners from more information about how schools might influence student access to college and career-ready curriculum. Such information has the potential to shape the kinds of indicators stakeholders put in place to target problems and formulate solutions for math learning. Research Design: To test the fit of our hypothesized model of math content and instruction OTL, we applied structural equation modeling techniques to school and classroom data from 425 fourth-grade U.S. math teachers in TIMSS 2011. Findings: We found a direct influence of instructional leadership on OTL math instruction in the classroom and teacher participation in math professional development. Content-specific resources indirectly influenced both OTL math instruction and content through teacher preparedness. Conclusions: The results of this study demonstrate a potential framework through which school leaders can support the preparedness of teachers in providing students with equitable access to coherent, focused, and rigorous math content. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01