Developing Ambitious Mathematics Instruction through Web-Based Coaching: A Randomized Field Trial. EdWorkingPaper No. 19-119

Autor/inn/en	Kraft, Matthew A.; Hill, Heather C.
Institution	Annenberg Institute for School Reform at Brown University
Titel	Developing Ambitious Mathematics Instruction through Web-Based Coaching: A Randomized Field Trial. EdWorkingPaper No. 19-119
Quelle	(2019), (62 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Web Based Instruction; Coaching (Performance); Mathematics Instruction; Program Effectiveness; Standardized Tests; Scores; Teacher Competencies; Teaching Methods; Teacher Attitudes; Program Implementation; Teaching Skills; Mathematics Achievement; Elementary School Teachers; Middle School Teachers + Suchen Sie Ihr Suchwort? Web Based Training; Mathematics lessons; Mathematikunterricht; Standadised tests; Standardisierter Test; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	This paper describes and evaluates a web-based coaching program designed to support teachers in implementing Common Core-aligned math instruction. Web-based coaching programs can be operated at relatively lower costs, are scalable, and make it more feasible to pair teachers with coaches who have expertise in their content area and grade level. Results from our randomized field trial document sizable and sustained effects on both teachers' ability to analyze instruction and on their instructional practice, as measured the Mathematical Quality of Instruction (MQI) instrument and student surveys. However, these improvements in instruction did not result in corresponding increases in math test scores as measured by state standardized tests or interim assessments. We discuss several possible explanations for this pattern of results. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01