Teaching Practices in Grade 5 Mathematics Classrooms with High-Achieving English Learner Students

Autor/inn/en	Merritt, Eileen G.; Palacios, Natalia; Banse, Holland; Rimm-Kaufman, Sara E.; Leis, Micela
Titel	Teaching Practices in Grade 5 Mathematics Classrooms with High-Achieving English Learner Students
Quelle	In: Journal of Educational Research, 110 (2017) 1, S.17-31 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2015.1034352
Schlagwörter	Grade 5; Teaching Methods; Elementary School Mathematics; Mathematics Achievement; Low Achievement; Elementary School Students; English Language Learners; Economically Disadvantaged; Elementary School Teachers; Learning Strategies; Context Effect; Vocabulary; Academic Discourse; Case Studies; Teacher Effectiveness; Video Technology; Grade 4; Value Added Models; Statistical Analysis; Error Patterns + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Teaching method; Lehrmethode; Unterrichtsmethode; Elementare Mathematik; Schulmathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Wortschatz; Discourse; Diskurs; Case study; Fallstudie; Case Study; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School year 04; 4. Schuljahr; Schuljahr 04; Statistische Analyse; Fehlertyp
Abstract	Teachers need more clarity about effective teaching practices as they strive to help their low-achieving students understand mathematics. Our study describes the instructional practices used by two teachers who, by value-added metrics, would be considered "highly effective teachers" in classrooms with a majority of students who were English learners. We used quantitative data to select two fifth-grade classrooms where students, on average, made large gains on a mathematics achievement test, and then examined teaching practices and contextual factors present in each classroom. Participants included two teachers from a mid-Atlantic district and their students who were 67% English learners and 68% economically disadvantaged. We found that the use of multiple representations of mathematics concepts, attention to vocabulary building, individual and group checks for understanding and error analysis were prevalent practices in both high gains classrooms. Also, class sizes ranged from 12-19 students. Discussion focuses on whether observed practices are aligned with recommended teaching practices for English learner students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01