Methods of analysis and overall mathematics teaching quality in at-risk prekindergarten classrooms |
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| Authors: | Patrick R McGuire Mable Kinzie Kateri Thunder Robert Berry |
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| Institution: | 1. College of Education, University of Colorado, Colorado Springs;2. Curry School of Education, University of Virginia;3. College of Education, James Madison University |
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| Abstract: | Research Findings: This study analyzed the quality of teacher–child interactions across 10 videotaped observations drawn from 5 different prekindergarten classrooms delivering the same mathematics curriculum: MyTeachingPartner–Math. Interactions were coded using 2 observational measures: (a) a general measure, the Classroom Assessment Scoring System (CLASS); and (b) a math-specific measure, the Classroom Observation of Early Mathematics–Environment and Teaching (COEMET). Practice or Policy: High correlations were found between the 2 measures, suggesting that the CLASS may serve as a sufficient metric to determine the quality of mathematics instruction in prekindergarten, though the COEMET may provide finer grained detail about teachers’ practice. Results indicate that the quality of mathematics instruction provided by teachers generally fell in the low- to medium-quality range and did not differ significantly across curriculum-related contextual factors. |
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