Investigating the Longitudinal Effects of a Core Mathematics Program on Evidence-Based Teaching Practices in Mathematics

Autor/inn/en	Doabler, Christian T.; Nelson, Nancy J.; Kennedy, Patrick C.; Stoolmiller, Mike; Fien, Hank; Clarke, Ben; Gearin, Brian; Smolkowski, Keith; Baker, Scott K.
Titel	Investigating the Longitudinal Effects of a Core Mathematics Program on Evidence-Based Teaching Practices in Mathematics
Quelle	In: Learning Disability Quarterly, 41 (2018) 3, S.144-158 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948718756040
Schlagwörter	Core Curriculum; Evidence Based Practice; Longitudinal Studies; Mathematics Instruction; Kindergarten; Teaching Models; Educational Opportunities; Feedback (Response); Program Implementation; Teaching Methods; Educational Practices; Control Groups; Experimental Groups; Classroom Observation Techniques; Teacher Student Relationship; Statistical Analysis; Goodness of Fit; Predictor Variables; Oregon; Texas (Dallas) + Suchen Sie Ihr Suchwort? Kerncurriculum; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematics lessons; Mathematikunterricht; Lehrmodell; Bildungsangebot; Bildungschance; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Teacher student relationships; Lehrer-Schüler-Beziehung; Statistische Analyse; Prädiktor
Abstract	Accumulating research has established explicit mathematics instruction as an evidence-based teaching practice. This study utilized observation data from a multi-year efficacy trial to examine the longitudinal effects of a core kindergarten mathematics program on the use of explicit mathematics instruction among two distinct groups of teachers: one group that used standard practices in Year 1 of the efficacy trial and the core program in Year 2, and a second group that used the core program in both years. Targeted teaching practices consisted of teacher models, student practice opportunities, and teacher-provided academic feedback. Implementation of the program in Year 2 was found to increase the mean rates of teaching practices of teachers who used standard teaching practices in Year 1. Effect sizes are also suggestive of a positive impact of a second year of implementation with the core program. Implications for designing explicit mathematics programs and investigating evidence-based practices in future research are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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