An Analysis of Instruments that Measure the Quality of Mathematics Teaching in Early Childhood |
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Authors: | Carolyn R Kilday and Mable B Kinzie |
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Institution: | (1) Center for the Advanced Study of Teaching and Learning MyTeachingPartner—Math & Science, University of Virginia, P.O. Box 400878, Charlottesville, VA 22904-4878, USA |
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Abstract: | The evaluation of teaching quality in mathematics has become increasingly important following research reports indicating
that preschoolers are developmentally able to engage in mathematic thought and that child performance in mathematics at this
level is a strong predictor of later school achievement. As attention turns to early mathematics education, so too does the
focus on teaching quality. This paper reviews nine instruments designed to measure mathematics teaching quality—their theoretical
bases, foci, and psychometrics—and examines their appropriateness for administration in early childhood settings. Three of
the nine measures are identified as having highly desirable characteristics, with one of them specifically designed for early
childhood administration. The measures, our review process, and our recommendations for practice are presented. As school
divisions and teacher educators examine teaching quality, they will be better able to support their teachers’ practice, and
better able to reap the benefits in improved child outcomes. |
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Keywords: | Mathematics Teaching quality Pre-kindergarten Observational measures |
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