The Effects of a Teacher In‐Service on Low‐Achieving Grade 7 and 8 Mathematics Students

Ross, John A.; Xu, Yunmei; Ford, John

doi:10.1111/j.1949-8594.2008.tb17851.x

Cited by 3 publications

(2 citation statements)

References 57 publications

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“…The reform movement in mathematics has experienced mixed results for low-achieving students (Baxter, Woodward, & Olson, 2001;Geary, 1994;Kroesbergen, Van Luit, & Maas, 2004;Lubienski, 2000;Ross, Xu, & Ford, 2008;Woodward & Brown, 2006), where some studies have found direct instruction and explicit guidelines to be more helpful to struggling students than open-ended problem-solving approaches.…”

Section: Mathematics Communication Of Struggling Learnersmentioning

confidence: 97%

Which Is Greater: One Half or Two Fourths? An Examination of How Two Grade 1 Students Negotiate Meaning

Bruce

Flynn

2011

Canadian Journal of Science, Mathematics and Technology Educati

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A developing body of research in classroom mathematics discourse indicates that teacher facilitation can be specific and supportive without interfering in productive student talk. Students, including those who are struggling in mathematics or lack confidence, can benefit from exploring challenging mathematics and engaging in math-talk. In this study, one teacher videotaped two academically struggling Grade 1 students engaged in a mathematical debate. Transcript analysis illustrated that the student pair used math-talk guidelines to explain their thinking and ask one another clarifying questions, gaining a deeper understanding of equivalent fractions in the process.Résumé: Un nombre croissant de recherches sur le discours mathématique en classe indiquent que l'intervention des enseignants peutêtreà la fois spécifique et favorable, sans pour autant entraver le discours productif desélèves. Lesélèves, y compris ceux quiéprouvent des difficultés en mathématiques ou qui manquent de confiance en eux dans ce domaine, peuvent tirer avantage d'activités servant a explorer certaines idées mathématiques età en discuter. Dans cetteétude, un enseignant a filmé deuxélèves de première année ayant des difficultés en mathématiques, au cours d'un débat sur une question mathématique. Une analyse des transcriptions montre que les deuxélèves se sont servis des Directives sur le discours mathématique pour illustrer leur pensée et se poser l'unà l'autre des questions de clarification, ce qui leur a permis de mieux comprendre leséquivalences de fractions.

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Section: Mathematics Communication Of Struggling Learnersmentioning

confidence: 97%

Which Is Greater: One Half or Two Fourths? An Examination of How Two Grade 1 Students Negotiate Meaning

Bruce

Flynn

2011

Canadian Journal of Science, Mathematics and Technology Educati

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“…It is important to note that barriers restricting the success of in-service trainings have been identified and are being addressed. Ross, Xu, and Ford (2008) found that developing teachers' knowledge of differentiated instruction and teaching them to use concrete materials when representing mathematical constructs lead to changes in teachers' instructional habits and ultimately to improved student performance. A study conducted by Bahr, Monroe, Balzotti, and Eggett (2009) suggested that elementary students made positive achievement gains when educators were partnered in an ongoing professional development in mathematics education.…”

Section: Focus On Professional Developmentmentioning

confidence: 98%

Instructional Collaboration With Rural Educators in Jamaica: Lessons Learned From an International Interdisciplinary Consultation Project

Williams

Staulters

2014

Journal of Educational and Psychological Consultation

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The primary to high school student population in Jamaica has become more academically diverse, and schools are experiencing the pressures of implementing reform programs without adequate financial and professional development support. The schools facing the greatest challenges and needs in Jamaica are often those in the rural areas. Researchers applied the instructional consultation (IC) model to establish collaborative partnerships with educators in rural Jamaica for the purpose of sharing instructional experiences in literacy and mathematics. A definition of IC, the aspect of the model used, and a description of the project and outcomes are provided. Finally, lessons learned relating to the difficulties of staying true to the consultation process and future directions of this partnership are highlighted.The current climate in education is replete with reforms aimed at teacher evaluation, student accountability, and delivery of strong core curricula. Against this backdrop, we often hear the buzzwords evidence-based strategies and students' response or resistance to interventions. These terms tend to accompany a Response to Intervention (RtI) initiative or a problem-solving approach to understanding student performance. RtI is a multitiered approach of allocating resources to students who are struggling academically and behaviorally (Fuchs & Fuchs, 2006. It is a school-based problemCorrespondence should be sent to Stacy A. S. Williams, Marist College, 307 308 S. A. S. Williams and M. L. Staulterssolving model designed to identify and meet the learning needs of students. In order to implement such a program with fidelity and integrity, the research literature proposes that practitioners and educators need to develop knowledge of core concepts of RtI. They need to know about (a) universal screening measures in identifying students who require additional support, (b) the link between progress monitoring and making informed decisions, and (c) the use of growth-sensitive measures to document progress. Practitioners and educators also need to know how to make informed decisions using single case design logic and where to find evidence-based programs and strategies to support student learning.General educators are primarily responsible for RtI initiatives and, for the most part, they have not been trained in many of the required skills. The instructional consultation (IC) model provides a framework by which general educators and problem-solving teams can be provided with the necessary tools for supporting student success (Rosenfield, 1995(Rosenfield, , 2008. In the following discussion, we highlight the use of this framework in establishing collaborative partnerships with educators in rural Jamaica. We describe the educational initiatives on the island that provided the opportunity to initiate and engage in collaborative dialogue. A definition of IC and the aspects of the model used are provided, and we describe the consultative partnerships initiated in 2007 from preparation to follow-up. To conclude, lessons learned a...

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A cross-cultural comparison of the self-efficacy of middle-school mathematics teachers across Turkey and the United States

Sevgi

Berberoglu

Cobb

et al. 2021

International Journal of Mathematical Education in Science and

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The Effects of a Teacher In‐Service on Low‐Achieving Grade 7 and 8 Mathematics Students

Cited by 3 publications

References 57 publications

Which Is Greater: One Half or Two Fourths? An Examination of How Two Grade 1 Students Negotiate Meaning

Which Is Greater: One Half or Two Fourths? An Examination of How Two Grade 1 Students Negotiate Meaning

Instructional Collaboration With Rural Educators in Jamaica: Lessons Learned From an International Interdisciplinary Consultation Project

A cross-cultural comparison of the self-efficacy of middle-school mathematics teachers across Turkey and the United States

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