Middle School Mathematics Instruction in Instructionally Focused Urban Districts

Autor/inn/en	Boston, Melissa D.; Wilhelm, Anne Garrison
Titel	Middle School Mathematics Instruction in Instructionally Focused Urban Districts
Quelle	In: Urban Education, 52 (2017) 7, S.829-861 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085915574528
Schlagwörter	Secondary School Mathematics; Mathematics Instruction; Middle Schools; Urban Schools; Educational Quality; Cognitive Processes; Difficulty Level; Teacher Characteristics; Academic Standards; Faculty Development; School Districts; Student Characteristics; Video Technology; Scoring Rubrics; Statistical Analysis; Middle School Teachers; Observation + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Middle school; Mittelschule; Mittelstufenschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Quality of education; Bildungsqualität; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; School district; Schulbezirk; Scoring formulas; Auswertungsbogen; Statistische Analyse; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Beobachtung
Abstract	Direct assessments of instructional practice (e.g., classroom observations) are necessary to identify and eliminate opportunity gaps in students' learning of mathematics. This study examined 114 middle school mathematics classrooms in four instructionally focused urban districts. Results from the Instructional Quality Assessment identified high percentages of lessons featuring cognitively challenging tasks, but declines in cognitive challenge during implementation and discussions. Overall instructional quality exceeded results from studies with nationally representative samples and paralleled results of studies of instructionally focused urban middle schools. Significant differences existed between districts, favoring the district with veteran teachers, long-term use of "Standards"-based curricula, and professional development initiatives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01