Mathematics Teachers' Implementation of High-Leverage Teaching Practices: A Q-Sort Study

Autor/inn/en	Wilburne, Jane; Polly, Drew; Franz, Dana; Wagstaff, David A.
Titel	Mathematics Teachers' Implementation of High-Leverage Teaching Practices: A Q-Sort Study
Quelle	In: School Science and Mathematics, 118 (2018) 6, S.232-243 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12293
Schlagwörter	Mathematics Teachers; Elementary School Teachers; Secondary School Teachers; Reflective Teaching; Program Implementation; Educational Practices; Teaching Methods; Q Methodology + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper presents the results of a Q-sort activity in which 38 grades 4-10 mathematics teachers reflected on their classroom teaching and ranked a set of teaching actions that support high-leverage mathematics teaching from most to least characteristic of their classroom teaching. Data analysis included examining the overall ranking of each teacher action as well as the overall ranking of the associated high-leverage teaching practice. Examination of the rankings indicated that teachers identified actions associated with the practices of "supporting productive struggle" in students' learning of mathematics and "posing purposeful questions" as most characteristic of their teaching. Teachers identified actions associated with the practices of "eliciting and using evidence of student thinking" and "establishing mathematics goals to focus learning" as least characteristic of their teaching. Thematic networks were created to represent the teachers' rationales for their priorities regarding implementation of high-leverage teaching practices. We share the implications of our findings for the mathematics education field and professional development leaders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01