An Analysis of Instruments that Measure the Quality of Mathematics Teaching in Early Childhood

Autor/inn/en	Kilday, Carolyn R.; Kinzie, Mable B.
Titel	An Analysis of Instruments that Measure the Quality of Mathematics Teaching in Early Childhood
Quelle	In: Early Childhood Education Journal, 36 (2009) 4, S.365-372 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-008-0286-8
Schlagwörter	Mathematics Instruction; Instructional Effectiveness; Teacher Competencies; Preschool Children; Evaluation Methods; Psychometrics; Teacher Effectiveness; Academic Achievement; Young Children; Teacher Evaluation + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Lehrkunst; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psychometry; Psychometrie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Schulleistung; Frühe Kindheit; Teacher appraisal; Lehrerbeurteilung
Abstract	The evaluation of teaching quality in mathematics has become increasingly important following research reports indicating that preschoolers are developmentally able to engage in mathematic thought and that child performance in mathematics at this level is a strong predictor of later school achievement. As attention turns to early mathematics education, so too does the focus on teaching quality. This paper reviews nine instruments designed to measure mathematics teaching quality--their theoretical bases, foci, and psychometrics--and examines their appropriateness for administration in early childhood settings. Three of the nine measures are identified as having highly desirable characteristics, with one of them specifically designed for early childhood administration. The measures, our review process, and our recommendations for practice are presented. As school divisions and teacher educators examine teaching quality, they will be better able to support their teachers' practice, and better able to reap the benefits in improved child outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10