Convergence of observer ratings and student perceptions of reform practices in sixth-grade mathematics classrooms |
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Authors: | Mark W Ellis Carol E Malloy Judith L Meece and Patricia R Sylvester |
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Institution: | (1) College of Education, EC-190, California State University, Fullerton (CSUF), 800 N State College Blvd., P.O. Box 6868, Fullerton, CA 92834, USA;(2) School of Education, University of North Carolina at Chapel Hill, CB 3500 Peabody Hall, Chapel Hill, NC 27599-3500, USA |
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Abstract: | As part of a research project examining relationships between instructional practices and student cognitive and social outcomes
in middle-school mathematics classes, external observers and students reported perceptions of teachers’ instructional practices.
The extent to which students in classrooms identified by external raters as reform-oriented actually perceive instruction
in ways aligned with reform principles has not been established. A 25-item observation protocol aligned with the reform practices
called for in the Standards of the National Council of Teachers of Mathematics (NCTM) was used to develop a quantitative profile
of instructional practices across two lessons in each of 28 classes of 15 participating teachers. Students in each of the
observed classes completed a 49-item survey of their perceptions of instructional practices. As items for both the observation
protocol and Student Survey were designed to measure alignment with the same dimensions of reform practice, the convergence
of these two data sets was examined as a means to confirm the observation ratings. The findings show moderately strong correlations
between ratings of external observers and perceptions of sixth-grade students across three dimensions (pedagogy, tasks and
mathematical interactions) of reform-oriented teacher practice in mathematics classrooms. Implications of these findings for
future research are discussed.
The research in this article was supported by the National Science Foundation (NSF) under grant REC 0125868. The opinions
expressed here are those of the authors and do not necessarily reflect the view of NSF. The research was also supported by
the Roysters’ Fellowship to Mark Ellis from the Graduate School at the University of North Carolina at Chapel Hill. |
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Keywords: | Instruction Learning environment Mathematics teaching Observation Reform Student perceptions |
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