The Effects of a Teacher In-Service on Low-Achieving Grade 7 and 8 Mathematics Students

Autor/inn/en	Ross, John A.; Xu, YunMei; Ford, John
Titel	The Effects of a Teacher In-Service on Low-Achieving Grade 7 and 8 Mathematics Students
Quelle	In: School Science and Mathematics, 108 (2008) 8, S.362-379 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
Schlagwörter	Student Attitudes; Educational Research; Low Achievement; Grade 7; Grade 8; Inservice Teacher Education; Middle School Students; Foreign Countries; Student Needs; Knowledge Level; Achievement Gains; Mathematics Achievement; Error Patterns; Secondary School Mathematics; Teacher Influence; Mathematics Teachers; Canada + Suchen Sie Ihr Suchwort? Schülerverhalten; Bildungsforschung; Pädagogische Forschung; Unterdurchschnittliche Leistung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Lehrerfortbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Wissensbasis; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Fehlertyp; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Kanada
Abstract	Previous research (e.g., Woodward & Baxter, 1997) found that Standards-based mathematics teaching provides marginal or no benefits for low achievers, in contrast with positive effects for middle and high ability students. A randomized quasi-experiment in 52 Canadian schools found that low achieving grade 7 and 8 students who received support consisting of placement on a learning continuum, instruction focused on their specific learning needs, and concrete materials to represent mathematical constructs, benefited from teaching that emphasized construction over transmission of knowledge. Treatment students showed small but statistically significant improvements over controls in student achievement, and controversially, in mathematical beliefs, and attitudes. The latter finding raised issues of the appropriate balance between Type I and Type II error in educational research. (As Provided).
Anmerkungen	School Science and Mathematics Association. Oklahoma State University, 245 Willard, Stillwater, OK 74078. Tel: 405-744-8018; Fax: 405-744-6290; e-mail: office@ssma.org; Web site: http://ssmj.tamu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10