2020
DOI: 10.1177/0022219420911375
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Using Direct Observation to Document “Practice-Based Evidence” of Evidence-Based Mathematics Instruction

Abstract: Implementation of evidence-based practices (EBPs) is paramount to students’ development of mathematics proficiency. This study investigated “practice-based evidence” of interventionists’ actual use of explicit mathematics instruction, a well-established EBP. Specifically, this study analyzed direct observation data collected in a federally funded efficacy trial involving a Tier 2 first-grade mathematics intervention to examine whether the quantity and quality of explicit mathematics instruction was associated … Show more

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Cited by 12 publications
(6 citation statements)
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“…First, we measured the quality of classroom management using a rating scale. This type of instrument is a moderate inference measure that relies on observers' impressions to make informed evaluations and decisions about the quality of classroom management (Doabler et al, 2021). Second, in the present study student behaviors were not directly measured.…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…First, we measured the quality of classroom management using a rating scale. This type of instrument is a moderate inference measure that relies on observers' impressions to make informed evaluations and decisions about the quality of classroom management (Doabler et al, 2021). Second, in the present study student behaviors were not directly measured.…”
Section: Discussionmentioning
confidence: 99%
“…Given that mathematics intervention groups are typically designed to teach content at students' instructional level, the small group instructional time for students with MD is critical to provide access to content they receive during core instruction. Additionally, small group intervention represents a more intensive teaching approach, resulting in more frequent opportunities for students to respond and engage in essential practice (Doabler et al, 2021). Second, given the limited availability in a given teacher's school day, Tier 2 mathematics intervention groups are likely to be taught by paraprofessionals or other school personnel instead of licensed PreK-12 teachers.…”
Section: A Gap In the Literature: Classroom Management Within Small G...mentioning
confidence: 99%
“…Using direct observation to measure teacher behavior is not new to the field of education (e.g., Adamson & Wachsmuth, 2014; Lindström et al, 2021) as it is a long-standing practice in research on teachers and their students with emotional and behavioral disorders (EBD) particularly in single-case design (Gage et al, 2010). Some have applied direct observation to record practices related to explicit instruction (e.g., Doabler et al, 2021; Pua et al, 2021). In their validation study, Pua and colleagues (2021) used partial interval recording to sample seven teacher behaviors, including three items related to explicit instruction.…”
Section: Advantages Of Direct Observation Methodsmentioning
confidence: 99%
“…Findings indicated their tool was scored accurately and consistently by raters. Doabler and colleagues (2021) were successful in using direct observation to record explicit instruction practices in math to examine relationships with achievement of students with disabilities. The number of in-person observations collected was limited due to the cost intensity of direct observation as part of a large-scale study (e.g., multiple geographic sites).…”
Section: Advantages Of Direct Observation Methodsmentioning
confidence: 99%
“…Our program of research has focused on group size because the instructional format in which interventions are delivered is key to differentiating instruction and thus meeting the needs of students with MD. Findings from research conducted in the elementary grades suggest that reduced group size represents an opportune venue for facilitating high-quality instructional interactions between teachers and students, and among students (Doabler et al, 2021; Fuchs et al, 2021; Gersten et al, 2009). For example, in a small-group setting, teachers can offer frequent opportunities for individual students and the group at large to verbalize or use concrete models to demonstrate their mathematical understanding and thinking.…”
Section: Replication and Treatment Intensitymentioning
confidence: 99%