Mathematics teachers' implementation of high‐leverage teaching practices: A Q‐sort study.
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| Title: | Mathematics teachers' implementation of high‐leverage teaching practices: A Q‐sort study. |
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| Authors: | Wilburne, Jane1 jmw41@psu.edu, Polly, Drew2 drew.polly@uncc.edu, Franz, Dana3, Wagstaff, David A.4 |
| Source: | School Science & Mathematics. Oct2018, Vol. 118 Issue 6, p232-243. 12p. |
| Subject Terms: | *Mathematics teachers, *Teacher education, *Mathematics education, *Elementary education, *Career development |
| Abstract: | This paper presents the results of a Q‐sort activity in which 38 grades 4–10 mathematics teachers reflected on their classroom teaching and ranked a set of teaching actions that support high‐leverage mathematics teaching from most to least characteristic of their classroom teaching. Data analysis included examining the overall ranking of each teacher action as well as the overall ranking of the associated high‐leverage teaching practice. Examination of the rankings indicated that teachers identified actions associated with the practices of supporting productive struggle in students' learning of mathematics and posing purposeful questions as most characteristic of their teaching. Teachers identified actions associated with the practices of eliciting and using evidence of student thinking and establishing mathematics goals to focus learning as least characteristic of their teaching. Thematic networks were created to represent the teachers' rationales for their priorities regarding implementation of high‐leverage teaching practices. We share the implications of our findings for the mathematics education field and professional development leaders. [ABSTRACT FROM AUTHOR] |
| Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 132394814 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Mathematics teachers' implementation of high‐leverage teaching practices: A Q‐sort study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wilburne%2C+Jane%22">Wilburne, Jane</searchLink><relatesTo>1</relatesTo><i> jmw41@psu.edu</i><br /><searchLink fieldCode="AR" term="%22Polly%2C+Drew%22">Polly, Drew</searchLink><relatesTo>2</relatesTo><i> drew.polly@uncc.edu</i><br /><searchLink fieldCode="AR" term="%22Franz%2C+Dana%22">Franz, Dana</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Wagstaff%2C+David+A%2E%22">Wagstaff, David A.</searchLink><relatesTo>4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22School+Science+%26+Mathematics%22">School Science & Mathematics</searchLink>. Oct2018, Vol. 118 Issue 6, p232-243. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper presents the results of a Q‐sort activity in which 38 grades 4–10 mathematics teachers reflected on their classroom teaching and ranked a set of teaching actions that support high‐leverage mathematics teaching from most to least characteristic of their classroom teaching. Data analysis included examining the overall ranking of each teacher action as well as the overall ranking of the associated high‐leverage teaching practice. Examination of the rankings indicated that teachers identified actions associated with the practices of supporting productive struggle in students' learning of mathematics and posing purposeful questions as most characteristic of their teaching. Teachers identified actions associated with the practices of eliciting and using evidence of student thinking and establishing mathematics goals to focus learning as least characteristic of their teaching. Thematic networks were created to represent the teachers' rationales for their priorities regarding implementation of high‐leverage teaching practices. We share the implications of our findings for the mathematics education field and professional development leaders. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=132394814 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/ssm.12293 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 232 Subjects: – SubjectFull: Mathematics teachers Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Elementary education Type: general – SubjectFull: Career development Type: general Titles: – TitleFull: Mathematics teachers' implementation of high‐leverage teaching practices: A Q‐sort study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wilburne, Jane – PersonEntity: Name: NameFull: Polly, Drew – PersonEntity: Name: NameFull: Franz, Dana – PersonEntity: Name: NameFull: Wagstaff, David A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 00366803 Numbering: – Type: volume Value: 118 – Type: issue Value: 6 Titles: – TitleFull: School Science & Mathematics Type: main |
| ResultId | 1 |
