Assessing Instructional Quality in Mathematics Classrooms Through Collections of Students’ Work

2014 ◽  
pp. 501-523 ◽  
Author(s):  
Melissa D. Boston
Keyword(s):  
Instructional Quality ◽  
Mathematics Classrooms

Teachers' Perspectives Using the Instructional Quality Assessment as a Professional Development Tool

2019 ◽  
pp. 41-58
Author(s):  
Amber Grace Candela
Keyword(s):  
Professional Development ◽  
Quality Assessment ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Instructional Quality ◽  
Mathematics Classrooms ◽  
Development Tool ◽  
Teachers Perspectives ◽  
Cognitively Demanding Tasks

This chapter will provide readers with an overview of professional development created and enacted to support teachers' selection and implementation of cognitively demanding tasks using the Instructional Quality Assessment as the professional development tool. This case study seeks to give voice to mathematics teachers in third through eighth grades who participated in the professional development as they share their perspectives on using the instructional quality assessment rubrics and structure of professional development. The goal of this chapter is to provide an overview of the structure of the professional development, and share the aspects of the professional development the teachers identified as supportive or a hindrance when planning and implementing tasks in their mathematics classrooms. With this information, the article concludes by discussing ideas for future professional development aimed at providing teachers with instructional practices to incorporate into classrooms.

scholarly journals Do cultural norms influence how teacher noticing is studied in different cultural contexts? A focus on expert norms of responding to students’ mathematical thinking

ZDM ◽  
2020 ◽  
Author(s):  
Anika Dreher ◽  
Anke Lindmeier ◽  
Paul Feltes ◽  
Ting-Ying Wang ◽  
Feng-Jui Hsieh
Keyword(s):  
Mathematics Education ◽  
Mathematical Thinking ◽  
Instructional Quality ◽  
Specific Aspect ◽  
Teacher Noticing ◽  
Concurrent Process ◽  
Cultural Contexts ◽  
Mathematics Classrooms ◽  
Parallel Text ◽  
Open Question

Abstract As an important component of teaching expertise, teacher noticing is gaining growing attention in our intercultural mathematics education community. However, it is likely that in many cases the researchers’ perspectives on what characterizes high instructional quality in mathematics classrooms shape what they expect teachers to notice. In particular, it is an open question how potentially different norms of instructional quality influence how teacher noticing is operationalized in East Asian and Western cultures. Consequently, in a first step, this bicultural research project on teacher noticing in Taiwan and Germany focuses on exploring the researchers’ frames of reference for investigating teacher noticing. In this paper, we thus propose a concurrent process for developing vignettes and eliciting corresponding expert norms as a prerequisite to investigating teacher noticing in a way that is sensitive to different cultural contexts. In this process, the research teams in both countries developed in parallel, text vignettes in which, from their perspective, a breach of a norm regarding a specific aspect of instructional quality was integrated. In an online expert survey, these vignettes were then presented to German and Taiwanese researchers in mathematics education (19 from each country) to investigate whether these experts recognize the integrated breach of a norm. This approach allows researchers to identify potentially different norms of instructional quality in mathematics classrooms. In particular, by means of a specific representation of practice, it became visible how expert norms of responding to students’ mathematical thinking can be different from a Taiwanese compared to a German perspective.

scholarly journals Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

2012 ◽  
Vol 2012 ◽  
pp. 1-11 ◽  
Author(s):  
Rebecca Lazarides ◽  
Angela Ittel
Keyword(s):  
High School Students ◽  
Latent Class ◽  
Instructional Quality ◽  
Attitudes Toward Mathematics ◽  
Educational Practice ◽  
Male Students ◽  
Self Concept ◽  
Research Approach ◽  
School Students ◽  
Mathematics Classrooms

Using a person-centered research approach, the present study explored individual differences in students' perceptions of instructional quality in secondary school mathematics classes and their relations to students' self-concept and interest in mathematics. Drawing on data collected from 425 high school students from ten schools in Berlin, Germany (male: 53.2%; female: 46.3%), latent class analyses (LCA) revealed four distinct patterns of perceived quality of instruction. Almost half of the sample (46%) had a high likelihood of perceiving an overall low quality in mathematics classes. Those students reported particular low self-concept and interest in mathematics. Compared to male students, female students were significantly more likely to belong to this “challenging pattern.” Consequences for educational practice are discussed and suggest that instruction in mathematics should take into account learners' highly individual ways of perceiving and evaluating their learning environment.

The answer is only the beginning: Extended discourse in Chinese and U.S. mathematics classrooms.

2007 ◽  
Vol 99 (2) ◽  
pp. 380-396 ◽  
Author(s):  
Meg Schleppenbach ◽  
Michelle Perry ◽  
Kevin F. Miller ◽  
Linda Sims ◽  
Ge Fang
Keyword(s):  
Mathematics Classrooms

Eliciting Student Thinking in Elementary School Mathematics Classrooms

2007 ◽  
Author(s):  
Megan L. Franke ◽  
Noreen M. Webb ◽  
Angela Chan ◽  
Dan Battey ◽  
Marsha Ing ◽  
...  
Keyword(s):  
Elementary School ◽  
Student Thinking ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Mathematics Classrooms

Student Ratings of Instructional Quality Questionnaire

2011 ◽  
Author(s):  
Thamar Voss ◽  
Mareike Kunter ◽  
Jurgen Baumert
Keyword(s):  
Instructional Quality ◽  
Student Ratings

Instructional Quality of Private Tutoring Scale

2020 ◽  
Author(s):  
Karin Guill ◽  
Oliver Lüdtke ◽  
Olaf Köller
Keyword(s):  
Instructional Quality ◽  
Private Tutoring

Educational Transformation through Online Learning: To Be or Not to Be

2010 ◽  
Vol 14 (4) ◽  
Author(s):  
Anthony G Picciano ◽  
Jeff Seaman ◽  
I. Elaine Allen
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Instructional Quality ◽  
The United States ◽  
American Education ◽  
Institutional Mission ◽  
Educational Transformation ◽  
Related Research ◽  
Student Access ◽  
K 12

The purpose of this article is to examine online learning at the macro level in terms of its impact on American K-12 and higher education. The authors draw on six years of data that they have collected through national studies of online learning in American education as well as related research to do a critical and balanced analysis of the evolution of online learning in the United States and to speculate where it is going. Their collection of data represents some of the most extensive research examining online learning in the totality of K-20 education. Issues related to the growth of online learning, institutional mission, student access, faculty acceptance, instructional quality, and student satisfaction are explored. Of particular importance is an attempt to determine if online learning is in fact transforming American education in its essence and to speculate on the future.

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