Investigating a Singapore-Based Mathematics Textbook and Teaching Approach in Classrooms in England

Hybrid content-specific and generic approaches to lesson observation: Possibilities and practicalities

“…In past studies using the multi-instrument, mixed methods framework, participant teachers' responses to the methods and findings supported the credibility of the use of the qualitative field notes as well as the overall combination of methods (e.g. Kington et al, 2014;Lindorff, Hall & Sammons, 2019;Sammons et al, 2016).…”

“…We shall refer to this framework hereafter as the "multi-instrument framework". The multi-instrument framework has been used in the context of both large-and smallscale studies (e.g., Kington et al, 2014;Lindorff, Hall & Sammons, 2019;Sammons et al, 2016), and is a general approach with the potential to incorporate different conceptualisations of instructional quality.…”

“…The selection of structured observation instruments is chosen according to the focus of each study; where the focus is specifically on mathematics, for example in an evaluation of a specific approach to mathematics teaching in Year 1 in England (Hall, Lindorff & Sammons, 2016;Lindorff, Hall & Sammons, 2019), a combination of generic and content-specific instruments was employed to address the subjectspecific focus of investigation as well as a conceptualisation of teaching quality that cuts across different subject areas. In this paper, the instruments used within the multi-instrument framework include the Mathematics Enhancement Classroom Observation Record (MECORS; Schaffer et al, 1998) and the Quality of Teaching (QoT) lesson observation form (van de Grift, 2007) which was later adapted and updated to become the International Comparison of Learning and Teaching (ICALT) instrument (van de Grift, 2014).…”

Research on curriculum resources in mathematics education: a survey of the field

“…Some studies have a longitudinal perspective, covering a whole school year or even longer periods (e.g., van den Ham & Heinze, 2018), others are carried out as intervention studies over shorter periods. • Affective variables: A second set of student variables that is investigated by several studies are affective variables, especially attitude (towards mathematics) (e.g., Lindorff et al, 2019), motivation, or self-efficacy (e.g., Tarnanen et al, 2023). Affective variables are mostly investigated in combination with achievement.…”