Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial

Kraft, Matthew A.; Hill, Heather C.

doi:10.3102/0002831220916840

Cited by 33 publications

(25 citation statements)

References 49 publications

(54 reference statements)

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“…Some studies show how direct instruction and training teachers through programs based on visualization and guided by the choices they can make during such an instruction, can improve teaching in the early ages and subsequently their students' performance. Other studies such as those of Kraft and Hill (2018) reveal how teacher training allowed them to detect critical points to improve mathematics quality teaching to incorporate them into their day-to-day life; it substantially improved the quality of their classes and their students' performance.…”

Section: Mathematics and Languagementioning

confidence: 99%

How the Language of Instruction Influences Mathematical Thinking Development in the First Years of Bilingual Schoolers

2021

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The present research study focuses on how the language of instruction has an impact on the mathematical thinking development as a consequence of using a language of instruction different from the students’ mother tongue. In CLIL (Content and Language Integrated Learning) academic content and a foreign language are leant at the same time, a methodology that is widely used in the schools in the present times. It is, therefore, our main aim to study if the language of instruction in second language immersion programs influences the development of the first formal mathematical concepts. More specifically, if the learning of mathematical concepts in the early ages develops in a similar way if it is taught in the students’ mother tongue and is not influenced by the language used for teaching. Or else, if it can influence the development of the first skills only in the students’ general performance or in certain areas. The results of both the analysis of variance and multiple regression confirm how influencing the language of instruction is when mathematical thinking is developed teaching formal contents in a non-coincidence language. The second language is affecting the resolution of daily life problems, being more competent those students in 1st grades whose language of instruction matched with their mother tongue.

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Section: Mathematics and Languagementioning

confidence: 99%

How the Language of Instruction Influences Mathematical Thinking Development in the First Years of Bilingual Schoolers

2021

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“…In discussing providing feedback to teachers (Use 3), we emphasize that feedback should be as detailed, specific, and actionable as possible (Hill & Grossman, 2013;Wylie, 2020). Specifically, feedback focuses on individual lessons 2 and balancing three goals: (a) helping teachers calibrate their self-perceptions to an external standard (Kraft & Hill, 2020);…”

Section: Uses Of Observation Scoresmentioning

confidence: 99%

“…Connecting feedback to those goals, then, is important to help teachers understand the extent to which they are providing (or could provide) the instruction needed to reach those goals. This would seem to include both identifying which dimensions of teaching quality are relevant for specific goals, which can help teachers to see observation systems as useful cognitive scaffolds rather than prescriptions of practice , and providing clear feedback on the quality of observed instruction on those dimensions to help teachers calibrate their self-perceptions of their own instruction (Kraft & Hill, 2020).…”

Section: Implications For Providing Teacher Feedbackmentioning

confidence: 99%

“…This allows observation systems to be broadly adopted and to codify enacted instruction into a set of scores that, in principle, represents the relevant community's understanding of teaching quality (Klette & Blikstad-Balas, 2018). This makes observation systems a useful tool across a range of purposes, including examining the relationship between teaching and learning (e.g., Bacher-Hicks, Chin, Kane, & Staiger, 2019;Blazar, Braslow, Charalambous, & Hill, 2017;Klette, Roe, & Blikstad-Balas, 2021;Lynch, Chin, & Blazar, 2017;OECD, 2020;Reddy et al, 2019); comparing enacted instruction across settings (e.g., Martinez, Taut, & Schaaf, 2016;Maulana et al, 2019Maulana et al, , 2020OECD, 2020;Praetorius, Rogh, Bell, & Klieme, 2019); and providing feedback to teachers (e.g., Cohen, Schuldt, Brown, & Grossman, 2016;Kimball, 2002;Kraft & Hill, 2020;Muijs et al, 2018;Steinberg & Sartain, 2015;van der Lans, van de Grift, & van Veen, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Bringing the Theory and Measurement of Teaching into Alignment

White¹,

Luoto²,

Klette³

et al. 2021

Preprint

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There is a growing use of standardized observation systems to directly measure teaching quality in classrooms. These systems are based on rich, theoretical understandings of teaching quality that lead to carefully operationalized rubrics that decompose teaching quality into a number of distinct dimensions. In this paper, we argue that many of the ways observation systems are applied and analyzed do not fully conform to the theoretical understandings of teaching quality upon which the observation system is based. We further argue for the need to align theoretical understandings of teaching quality with analytical approaches to measure teaching quality. We discuss four key assumptions that undergird many views of teaching quality and highlight how common analytical approaches violate these assumptions, proposing alternative analytical approaches that would better conform to the theoretical understandings of teaching quality. We end with a discussion of the importance of carefully aligning theoretical understandings with measurement approaches.

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“…As one panelist noted, "if we want to ensure that students are receiving meaningful classroom experiences, then we have to make sure that their teachers receive meaningful training, both math-specific content and how to use a quality curriculum." However, the research literature does not provide strong evidence between these approaches and improved outcomes (Garet et al, 2011;Garet et al, 2016;Kraft & Hill, 2020).…”

Section: Professional Learning Tied To Rigorous Math Pedagogical Content Learningmentioning

confidence: 99%

The Future of Math Teacher Professional Learning

Slama¹,

Moussapour

Benoit³

et al. 2021

Preprint

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We summarize the results of a field scan that set out to describe the current state of math teacher learning and promising future directions for improving math teaching and learning for all learners, particularly those most underestimated by the education system. We share five key learnings: (1) math teacher learning is in a "steady state," where schools and districts generally use three approaches to support math educators: professional learning communities (PLCs), instructional coaching, and professional learning workshops, (2) researchers have not been able to document a strong link between each of these three approaches and teacher and student learning, with the exception of coaching which shows benefits for teachers but not direct evidence of student learning, (3) comprehensive programs that apply several of these approaches simultaneously with sufficient supports can improve math outcomes for students, but gains often dissipate when supports decline, (4) there are a few "points of light" of innovative new approaches including teacher-led learning innovations, teacher pipeline initiatives, practice-embedded models, and digital clinical simulations, and (5) there are opportunities for new initiatives in math education to pay greater attention to the implications for teacher learning. We discuss important critiques of our report and offer a "call to action" for stakeholders in the field.

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Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial

Cited by 33 publications

References 49 publications

How the Language of Instruction Influences Mathematical Thinking Development in the First Years of Bilingual Schoolers

How the Language of Instruction Influences Mathematical Thinking Development in the First Years of Bilingual Schoolers

Bringing the Theory and Measurement of Teaching into Alignment

The Future of Math Teacher Professional Learning

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