Mathematics Reform and Teacher Quality in Elementary Grades: Assessments, Teacher Licensure, and Certification

Georges, Annie; Borman, Kathryn M.; Lee, Reginald

doi:10.14507/epaa.v18n13.2010

Cited by 7 publications

(13 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The literature reviewed suggests that quality of mathematics teaching has an impact on student achievement and score gains (Carnoy et al, 2008;Georges, Borman & Lee, 2010;Goldschmidt & Phelps, 2010;Marshall, 2009;National Research Council, 2001;Ngware, Oketch, Mutisya, & Kodzi, 2010;Sorto et al, 2009;Suh, 2007). Most of the studies reviewed do not report the negative effects found in our study.…”

Section: Discussionmentioning

confidence: 99%

“…Literature on teaching quality focuses on teachers' content knowledge, pedagogical content knowledge, and pedagogical skills exhibited in the class (Carnoy et al, 2008;Georges, Borman, & Lee, 2010;Marshall, 2009;National Research Council, 2001;Ngware, Oketch, Mutisya, & Kodzi, 2010;Sorto, Marshall, Luschei, & Carnoy, 2009). Literature on quality of education includes other teacher attributes such as attitudes, background characteristics, and instructional practices (Akiba, LeTendre, & Scribner, 2007;Harris & Sass, 2007;Phillips, 2010;Walshaw & Anthony, 2008).…”

Section: Literaturementioning

confidence: 99%

“…From the descriptive analysis in the previous section, it was observed that top and bottom performing schools scored differently; hence, we modeled the data for the entire sample of schools and then modeled data by school category (top and bottom schools) separately. In each case of modeling, we fitted a multi-level model to assess the gain score against the main explanatory variables while adjusting for the related student, teacher, and school characteristics described in the literature as influencing student achievement (Akiba et al, 2007;Baumert et al, 2010;Carnoy et al, 2008;Georges et al, 2010;Gillies & Collins, 2008;Goldschmidt & Phelps, 2010;Hattie, 2009;Hungi & Thuku, 2010).…”

Section: Multi-level Modelsmentioning

confidence: 99%

See 2 more Smart Citations

Quality of teaching mathematics and learning achievement gains: evidence from primary schools in Kenya

Ngware¹,

Ciera²,

Musyoka³

et al. 2015

Educ Stud Math

View full text Add to dashboard Cite

This paper examines the contribution of quality mathematics teaching to student achievement gains. Quality of mathematics teaching is assessed through teacher demonstration of the five strands of mathematical proficiency, the level of cognitive task demands, and teacher mathematical knowledge. Data is based on 1907 grade 6 students who sat for the same test twice over an interval of about 10 months. The students were drawn from a random selection of 72 low-and high-performing primary schools. Multi-level regression shows the effects of quality mathematics teaching at both individual and school levels, while controlling for other variables that influence achievement. Results show that students in low-performing schools gained more by 6 % when mathematics instruction involved high-level cognitive task demands, with two thirds of all the lessons observed demonstrating the strands of mathematics proficiency during instruction. The implication to education is that quality of mathematics instruction is more critical in improving learning gains among low-performing students.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Literaturementioning

confidence: 99%

Section: Multi-level Modelsmentioning

confidence: 99%

See 1 more Smart Citation

Quality of teaching mathematics and learning achievement gains: evidence from primary schools in Kenya

Ngware¹,

Ciera²,

Musyoka³

et al. 2015

Educ Stud Math

View full text Add to dashboard Cite

show abstract

“…Research focused on K-12 academic standards has largely fallen into one of two categories: (a) studies that examine alignment between, and gaps among, content standards with various elements such as textbooks, assessments, and certification requirements (Bhola, Impara, & Buckendahl, 2003;Georges, Borman, & Lee, 2010;Liu & Fulmer, 2008), and (b) reports of how standards have impacted teachers' attitudes and practices (Donnelly & Sadler, 2009;Sunal & Wright, 2006). Yet, in short supply are studies examining the actual systemic processes of science standards being received and enacted.…”

Section: The Process Of Interpreting and Translatingmentioning

confidence: 99%

How Engineering Standards are Interpreted and Translated for Middle School

Judson¹,

Ernzen

Krause³

et al. 2016

Journal of Pre-College Engineering Education Research (J-PEER)

View full text Add to dashboard Cite

In this exploratory study we examined the alignment of Next Generation Science Standards (NGSS) middle school engineering design standards with lesson ideas from middle school teachers, science education faculty, and engineering faculty (4-6 members per group). Respondents were prompted to provide plain language interpretations of two middle school Engineering Design performance expectations and to provide examples of how the performance expectations could be applied in middle school classrooms. Participants indicated the challenges and benefits of implementing these performance expectations and indicated personal experiences that helped them to interpret the performance expectations.Quality of lessons differed depending on the performance expectation being addressed. Generally, respondents were better able to generate ideas that addressed the paradigm of students ''analyz[ing] data from tests to determine similarities and differences among several design solutions'' than having students ''define the criteria and constraints of a design problem.'' A notable finding was the scarcity of quality engineering lesson ideas. The greatest proportion of lessons were categorized as Vague and/or Overly Broad. It appears that NGSS engineering design standards can too easily be decoded in an excessively expansive manner, thus resulting in indefinite ideas that are difficult to translate into classroom practice.

show abstract

“…Research focused on K-12 academic standards has largely fallen into one of two categories: (a) studies that examine alignment between, and gaps among, content standards with various elements such as textbooks, assessments, and certification requirements, 2,3,4 and (b) reports of how standards have impacted teachers' attitudes and practices. 5,6 Yet, in short supply are studies examining the actual systemic processes of science standards being received and enacted.…”

Section: In the Final Chapter Of Framework For K-12 Science Educationmentioning

confidence: 99%

Work in Progress: How Next-generation Engineering Design Standards are Interpreted and Applied by Various Stakeholders

Ernzen¹,

Judson²,

Chen³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

View full text Add to dashboard Cite

, and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. This provides policymakers and the educational community an improved understanding of how changes in educational policies impact STEM teaching and learning. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a co-developer of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 1200 times and his publications have been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching. Dr. Ying-Chih Chen, Arizona State UniversityYing-Chih Chen is an assistant professor in the Division of Teacher Preparation at Mary Lou Fulton Teachers College at Arizona State University in Tempe, Arizona.His research takes two distinct but interrelated paths focused on elementary students' learning in science and engineering as well as in-service science teachers' professional development. The first focus involves how language as a learning tool improves students' conceptual understandings, literacy, and representation competencies in science. His second research focus is on how in-service teachers develop their knowledge for teaching science and engineering in argument-based inquiry classrooms. This research is aimed at developing measures of teachers' Pedagogical Content Knowledge (PCK) for adopting the argumentbased inquiry approach, as well as developing tools to capture the interactive nature of PCK. Dr. Stephen J Krause, Arizona State UniversityStephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, misconceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students' attitude, achievement, and persistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013. Jim's research interests focus in the following areas where he has published extensively: Children's mathematical thinking; Teacher and Student motivation in mathematics; and Teacher Change in mathematics. He is currently developing methodologies for utilizing the engineering design process to improve learning environments in Science, Engineering and Mathematics. ...

show abstract

Mathematics Reform and Teacher Quality in Elementary Grades: Assessments, Teacher Licensure, and Certification

Cited by 7 publications

References 21 publications

Quality of teaching mathematics and learning achievement gains: evidence from primary schools in Kenya

Quality of teaching mathematics and learning achievement gains: evidence from primary schools in Kenya

How Engineering Standards are Interpreted and Translated for Middle School

Work in Progress: How Next-generation Engineering Design Standards are Interpreted and Applied by Various Stakeholders

Contact Info

Product

Resources

About