Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement

By David Blazar. 2015

123 citations recorded by the source corpus.

Recent investigations into the education production function have moved beyond traditional teacher inputs, such as education, certification, and salary, focusing instead on observational measures of teaching practice. However, challenges to identification mean that this work has yet to coalesce around specific instructional dimensions that increase student achievement. I build on this discussion by exploiting within-school, between-grade, and cross-cohort variation in scores from two observation instruments; further, I condition on a uniquely rich set of teacher characteristics, practices, and skills. Findings indicate that inquiry-oriented instruction positively predicts student achievement. Content errors and imprecisions are negatively related, though these estimates are sensitive to the set of covariates included in the model. Two other dimensions of instruction, classroom emotional support and classroom organization, are not related to this outcome. Findings can inform recruitment and development efforts aimed at improving the quality of the teacher workforce.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/518b074b68d3588ba99d0bc88d6b46d143bc5f33

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Citations in the corpus

Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. NCEE 2016-4010. (2016, methodology): “The MQI was selected because it is widely used in studies of classroom instruction in mathematics, and there is some existing evidence for positive associations between MQI scores and student achievement (Blazar, 2015; Hill, Kapitula, & Umland, 2011).”