We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Investigating the Longitudinal Effects of a Core Mathematics Program on Evidence-Based Teaching Practices in Mathematics.
- Authors
Doabler, Christian T.; Nelson, Nancy J.; Kennedy, Patrick C.; Stoolmiller, Mike; Fien, Hank; Clarke, Ben; Gearin, Brian; Smolkowski, Keith; Baker, Scott K.
- 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.
- Subjects
PHILOSOPHY of education; LONGITUDINAL method; MATHEMATICS; SCIENTIFIC observation; SCHOOL children; TEACHERS; EVIDENCE-based medicine; PROFESSIONAL practice; TEACHING methods; EFFECT sizes (Statistics); HUMAN services programs; EVALUATION of human services programs
- Publication
Learning Disability Quarterly, 2018, Vol 41, Issue 3, p144
- ISSN
0731-9487
- Publication type
Article
- DOI
10.1177/0731948718756040