Over 40 years of research, three categories of instructional practices are consistently shown to enhance student achievement, including (a) Evidencebased (EB) Strategy Instruction, (b) Feedback, and (c) Formative Assessment. It was the hypothesis of this study that Grade 9 Algebra 1 classrooms do not routinely use these EB practices to enhance their instruction. Data was collected from 12 Algebra 1 classrooms utilizing a researcher developed systematic observation tool featuring highly effective instructional practices from the 2001 Marzano, Pickering, and Pollack and 2009 Hattie meta-analyses. Study results suggested that the frequency of EB instructional practices varied remarkably among teachers. However, the preponderance of teaching time was spent in two forms of practice with little time devoted to other EB strategies and informal formative assessment practices often lacked variety and depth. Last, the frequency or type of EB instructional practices used did not differ between classes designed for students with average math skills compared to classes designed for lower skilled students. Recommended methods for increasing the widespread use of highly effective EB instructional practices included: (a) system-wide improvements in pre-service teacher training in highly effective instructional practices, (b) more effective on-the-job professional development and implementation practices, and (c) the use of structured professional learning communities focused on improving pedagogy.
|Commitee:||Newman, Daniel, Perney, Jan, Salmon, Diane|
|School Location:||United States -- Illinois|
|Source:||DAI-A 76/07(E), Dissertation Abstracts International|
|Subjects:||Mathematics, Educational evaluation, Pedagogy, Educational psychology, Secondary education|
|Keywords:||Algebra, Evidence-based, High school, Instructional practices, Mathematics, Observational study|
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