Schooling Across the Globe

Schmidt, William H.; Houang, Richard T.; Cogan, Leland S.; Solorio, Michelle L.

doi:10.1017/9781316758830

Cited by 13 publications

(6 citation statements)

References 73 publications

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“…Theoretically, therefore, the implementation of a spiral curriculum would not be effective unless mastery is achieved at each level (Orale & Uy, 2018; Snider, 2004). The importance of mastering core topics is consistent with curricula in many Asian countries (see also Ma, 2010; Schmidt et al, 2002, 2018). The integration model is also consistent with the notion that learning is more effective when mastery of closely related concepts is facilitated.…”

Section: Discussionmentioning

confidence: 52%

“…Young adults educated in China also showed more extensive integration of symbolic digit associations than their peers educated in Canada (Xu et al, 2019). Among the many differences in educational inputs between Asian and North American countries, such as the amount of time spent on mathematics instruction (Stevenson & Stigler, 1992) and the amount of mathematics knowledge of the teachers (Ma, 2010), the difference in instructional approaches may also partially explain the advantages of Chinese children (Schmidt et al, 2002, 2018; Snider, 2004). In the future, longitudinal research into students’ acquisition and mastery of arithmetic associations is needed to expand the theory we have proposed and to provide a more nuanced understanding of effective arithmetic instruction.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Individual differences in the development of children’s arithmetic fluency from grades 2 to 3.

Xu¹,

LeFevre²,

Skwarchuk³

et al. 2021

Developmental Psychology

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In the present research, we provide empirical evidence for the process of symbolic integration of number associations, focusing on the development of simple addition (e.g., 5 þ 3 = 8), subtraction (e.g., 5 -3 = 2), and multiplication (e.g., 5 3 3 = 15). Canadian children were assessed twice, in Grade 2 and Grade 3 (N = 244; 55% girls). All families were English-speaking, and parent education levels ranged from high school to postgraduate, with a median of community college. In Grade 2, children completed general cognitive tasks (i.e., receptive vocabulary, working memory, nonverbal reasoning, and inhibitory control). In both grades, children completed single-digit addition and complementary subtraction problems. In Grade 3, they completed single-digit multiplication problems and measures of applied mathematics, specifically, word-problem solving, algebra, and measurement. We found that addition and subtraction were reciprocally related (controlling for cognitive skills). Subtraction fluency predicted multiplication in Grade 3, whereas addition fluency did not. In Grade 3, both subtraction and multiplication fluency were predictors of applied mathematics, with multiplication partially mediating the relation between subtraction and applied mathematics performance. These findings support the view that learning arithmetic associations is a hierarchical process. As students practice each new skill, individual differences reflect the integration of the novel component into the developing associative network.

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Section: Discussionmentioning

confidence: 52%

Section: Discussionmentioning

confidence: 99%

Individual differences in the development of children’s arithmetic fluency from grades 2 to 3.

Xu¹,

LeFevre²,

Skwarchuk³

et al. 2021

Developmental Psychology

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show abstract

“…Although time allowed for learning is labeled as opportunity to learn in his model, the concept now involves more than a simple time dimension (Floden, 2002). A commonly used definition focuses on content coverage or the extent of student exposure to assessed topics (e.g., Scheerens, 2017;Schmidt et al, 2015;Schmidt et al, 2019). 3 Limited exposure to content results in less prior and current knowledge, which may affect the effectiveness of the instructional practices (e.g., Richland & Simms, 2015).…”

Section: Instructional Time and Content Coveragementioning

confidence: 99%

Test Score Gaps in Higher Order Thinking Skills: Exploring Instructional Practices to Improve the Skills and Narrow the Gaps

Mitani

2021

AERA Open

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Today’s economy demands higher order thinking skills (HOTS), and the public education system has a critical role in supporting students’ acquisition of HOTS. Yet, numerous studies documented inequity in access to higher quality instruction that promotes HOTS, which could result in wide test score gaps in HOTS. In this study, I examined test score gaps in HOTS and explored instructional practices associated with HOTS, particularly among low-performing students, using large-scale international assessment data from the 2015 Trends in Mathematics and Science Study. I found wide test score gaps in HOTS in mathematics between the lowest and highest socioeconomic status students and between White students and students of color. Instructional practices such as the same ability group work, asking students to work on problems with teacher guidance, and working on problems with no immediately obvious method of solution were found positively associated with the test scores.

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“…The quality of education heavily relies on teachers providing opportunities aligned with the intended classroom learning, known as the implemented curriculum. Various studies consistently show a robust link between Opportunity to Learn (OTL) and students’ academic achievements (e.g., Gamoran et al., 1997; Kurz et al., 2010; Scheerens & Bosker, 1997; Schmidt et al., 2015; Schmidt et al., 2018). In standards‐based reforms, policymakers rely on OTL metrics to gauge the implementation of policies (Herman et al., 2005).…”

Section: Introductionmentioning

confidence: 99%

“…More research focused on time and content dimensions than the quality dimension. The allocated time for subject areas reflects educational policy and is modifiable through reform efforts (Berliner, 1990; Cogan & Schmidt, 2019; Floden, 2002; McDonnell, 1995; Schmidt & Maier, 2009; Schmidt et al., 2011; Schmidt et al., 2018). However, defining and operationalizing the quality dimension is more challenging due to its evaluative nature.…”

Section: Introductionmentioning

confidence: 99%

What Mathematics Content Do Teachers Teach? Optimizing Measurement of Opportunities to Learn in the Classroom

Zhang,

Schmidt

2024

Educational Measurement

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Measuring opportunities to learn (OTL) is crucial for evaluating education quality and equity, but obtaining accurate and comprehensive OTL data at a large scale remains challenging. We attempt to address this issue by investigating measurement concerns in data collection and sampling. With the primary goal of estimating group‐level OTLs for large populations of classrooms and the secondary goal of estimating classroom‐level OTLs, we propose forming a teacher panel and using an online log‐type survey to collect content and time data on sampled days throughout the school year. We compared various sampling schemes in a simulation study with real daily log data from 66 fourth‐grade math teachers. The findings from this study indicate that sampling 1 day per week or 1 day every other week provided accurate group‐level estimates, while sampling 1 day per week yielded satisfactory classroom‐level estimates. The proposed approach aids in effectively monitoring large‐scale classroom OTL.

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Schooling Across the Globe

Cited by 13 publications

References 73 publications

Individual differences in the development of children’s arithmetic fluency from grades 2 to 3.

Individual differences in the development of children’s arithmetic fluency from grades 2 to 3.

Test Score Gaps in Higher Order Thinking Skills: Exploring Instructional Practices to Improve the Skills and Narrow the Gaps

What Mathematics Content Do Teachers Teach? Optimizing Measurement of Opportunities to Learn in the Classroom

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