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Investigating the Longitudinal Effects of a Core Mathematics Program on Evidence-Based Teaching Practices in Mathematics
- Source :
-
Learning Disability Quarterly . Aug 2018 41(3):144-158. - Publication Year :
- 2018
-
Abstract
- Accumulating research has established explicit mathematics instruction as an evidence-based teaching practice. This study utilized observation data from a multi-year efficacy trial to examine the longitudinal effects of a core kindergarten mathematics program on the use of explicit mathematics instruction among two distinct groups of teachers: one group that used standard practices in Year 1 of the efficacy trial and the core program in Year 2, and a second group that used the core program in both years. Targeted teaching practices consisted of teacher models, student practice opportunities, and teacher-provided academic feedback. Implementation of the program in Year 2 was found to increase the mean rates of teaching practices of teachers who used standard teaching practices in Year 1. Effect sizes are also suggestive of a positive impact of a second year of implementation with the core program. Implications for designing explicit mathematics programs and investigating evidence-based practices in future research are discussed.
Details
- Language :
- English
- ISSN :
- 0731-9487
- Volume :
- 41
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Learning Disability Quarterly
- Publication Type :
- Academic Journal
- Accession number :
- EJ1185339
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1177/0731948718756040