Examining Teachers’ Use of Evidence-Based Practices During Core Mathematics Instruction

Doabler, Christian T.; Nelson, Nancy J.; Kosty, Derek; Fien, Hank; Baker, Scott K.; Smolkowski, Keith; Clarke, Ben

doi:10.1177/1534508413511848

Cited by 19 publications

(25 citation statements)

References 30 publications

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“…These findings suggest that ELM significantly increased the use of evidence-based teaching practices for teachers who served as control teachers in the year prior. These results are noteworthy because they lend support not only to the robustness of the reported effects in Doabler et al (2014) Note. ELM = Early Learning in Mathematics; CON-ELM = control-ELM group; CE = CON-ELM group; EE = ELM-ELM group.…”

Section: Discussionsupporting

confidence: 59%

“…While preliminary, the findings of Doabler et al (2014) demonstrated initial promise of the ELM program to increase teachers' use of evidence-based teaching practices during core mathematics instruction. Yet, it is unclear from this earlier work whether the statistically significant differences found between the treatment (i.e., ELM) and control (i.e., standard district mathematics instruction) classrooms were based on ELM teachers implementing the program according to its design or whether ELM teachers simply utilized explicit teaching practices acquired in their prior teaching experience.…”

Section: Instructional Design and Its Role In Evidence-based Teachingmentioning

confidence: 90%

“…Results suggested that ELM classrooms provided significantly higher rates of explicit instructional practices than control classrooms. Specifically, ELM teachers delivered more frequent practice opportunities for individuals and groups of students (Doabler et al, 2014).…”

Section: Instructional Design and Its Role In Evidence-based Teachingmentioning

confidence: 99%

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Investigating the Longitudinal Effects of a Core Mathematics Program on Evidence-Based Teaching Practices in Mathematics

Doabler

Nelson

Kennedy

et al. 2018

Learning Disability Quarterly

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In the medical field, evidence-based practices are identified through peer-reviewed research, especially well-designed clinical trials (Barratt, 2008). Medical care providers rely on the evidence generated by such studies to make effective decisions about the care of individual patients. Take, for example, a patient diagnosed with strep throat, which is a potentially life-threatening infection if left untreated. Following an evidence-based approach, a physician or nurse practitioner would treat the infection with an antibiotic. Assuming a typical response to treatment, the antibiotic would cure the patient within a week's time. Establishing Evidence-Based Practices in the Field of Education While the field of education lags behind the medical field in terms of the number of evidence-based practices in circulation, major education reforms, such as the No Child Left Behind Act and the Individuals With Disabilities Education Act, have significantly increased the identification and use of evidence-based programs and practices in U.S. schools. The more recent signing of the Every Student Succeeds Act (ESSA) demonstrates a continued commitment among policymakers for the use of evidence-based interventions and instructional practices to support school improvement. In fact, the term "evidence-based" is cited 61 times in the new law. Although much remains to be learned, research conducted under the auspices of these federal initiatives have yielded practical benefits for effectively teaching America's disadvantaged children, including students with or at risk for mathematics learning disabilities (MLD).

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Section: Discussionsupporting

confidence: 59%

Section: Instructional Design and Its Role In Evidence-based Teachingmentioning

confidence: 90%

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Investigating the Longitudinal Effects of a Core Mathematics Program on Evidence-Based Teaching Practices in Mathematics

Doabler

Nelson

Kennedy

et al. 2018

Learning Disability Quarterly

Self Cite

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“…One promising study is by Doabler et al (2014) on the results of an evidence‐led curriculum, in which it is assumed that teachers can follow the curriculum without being aware of the audit trail leading back to the evidence for its use. The study involved around 2,700 students in 46 schools in Oregon and Texas.…”

Section: Enforced Use Of Evidencementioning

confidence: 99%

What is the evidence on the best way to get evidence into use in education?

Gorard

See

Siddiqui

2020

Review of Education

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For decades there have been calls by concerned stakeholders to improve the quality of education research, and some progress has been made towards creating a more secure evidence base in some areas. More programmes and approaches that have a reasonable evidence base are now also being used in schools (but not in policy, and not necessarily because they have a reasonable evidence base). However, there has been no equivalent improvement in secure knowledge about how best to get that evidence into use, or even what difference it makes when such evidence is used. This paper looks at what little is already known about the different ways to get research evidence into use in education by summarising the results of a large-scale review of the literature. A total of 323 of the most relevant studies were looked at across all areas of public policy, and judged for quality and contribution. Very few (33) were of the appropriate design and quality needed to make robust causal claims about evidence-intouse, and even fewer of these concerned education. This means that despite over 20 years of modest improvement in research on what works in education policy and practice, the evidence on how best to deploy these findings is still very weak. We consider studies in terms of several issues, including whether they look at changes in user knowledge and behaviour, or student outcomes, and how evidence is best modified before use. Providing access to raw research evidence or even slightly simplified evidence is not generally an effective way of getting it used, even if that evidence is presented to users by knowledge-brokers, in short courses or similar. What is more likely to work for both policy and practice is the engineering of high quality evidence into a more usable format and presenting it actively or iteratively via a respected and trusted conduit, or through population measures such as legislation. Having the users actually do the research is another promising approach. Expecting each individual study they fund to have an impact is not the way forward, as this may encourage widespread use of ineffective or even harmful interventions. Publicly-funded users, including policy-makers, should be required to use evidence-led programmes from those libraries providing them and which are appropriate and relevant to their aims. Research funders should support these approaches, and help to build up libraries of successfully tested programmes. Researchers need to be scrupulous, looking at their new evidence in the context of what is already known and not looking to obtain 'impact' from single studies. More and better research is needed on the best routes for evidence-into-use. However, the improvements required of all parties are as much ethical in nature as they are technical or scientific.Keywords use of evidence, engineering of evidence, translation of evidence, research impact, knowledge transfer, robust evidence.

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“…Bacher-hicks, Chin, & Hill, n.d.;Bill & Melinda Gates foundation, 2012;Blazar, 2015;Hill, 2014;Hill et al, 2008;Hill & Chin, n.d.;Hill, Kapitula, & Umland, 2011;Hill, Umland, Litke, & Kapitula, 2012;Kane et al, 2014;Kelcey, Mcginn, Hill, & Charalambous, n.d The QCI was developed in the same study as the RCMIS and was developed to examine the impact of the kindergarten Early Learning in Mathematics (ELM) curriculum on teaching behavior. The QCI measures eight aspects of explicit instructional interactions and was designed to complement a frequency-based instrument, the COSTI-M. Doabler et al, 2015;Doabler, Nelson, et al, 2014; Early Learning in Mathematics Implementation Fidelity Observation, n.d.…”

Section: Research Into the Cos (For Each Publication)mentioning

confidence: 99%

The quality and qualities of classroom observation systems

Dobbelaer¹

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A teacher survey can provide insight into teachers' own perceptions of their teaching quality and their intentions, thought processes, knowledge, and beliefs. Teachers also have, in contrast to external raters, full knowledge of the classroom context, for example regarding the background of the performance of specific students (Goe et al., 2008). Although teacher surveys can stimulate teacher reflection, underperforming teachers might not have the metacognitive competence to recognize their professional skills and high performing teachers might underestimate these skills (Kruger & Dunning, 1999). Another way of measuring teaching practices is by means of instructional collections and artifacts. An instructional collection, also called a portfolio, is a collection of materials that is compiled by teachers to provide evidence of their fulfillment of predetermined standards (Goe et al., 2008). Examples of such evidence are lesson plans, assignments, reflective writings, and samples of student work (Gitomer & Bell, 2010). An artifact protocol is a much narrower type of instructional collection, and can for example be focused on the quality of the student assignments that teachers provide. Building an instructional collection can stimulate teacher reflection and can help them improve. It provides insight into the learning opportunities for students on a day-today basis. However, it is a time-consuming enterprise for both teachers and assessors, and one might question to what extent teachers' exemplary work reflects their everyday classroom activities. Another teaching quality measure, in which not the teaching process but the outcomes of teaching are evaluated, is a measure of a teacher's added value (Goe et al., 2008). Since schools and teachers teach different student populations, it would be unfair to compare solely the performance of the students across teachers. In value-added models, students' prior educational attainment, their background characteristics, and the school composition are often taken into account to make comparisons of teachers' output more fair (Timmermans, Bosker, Doolaard, & de Wolf, 2012). Such measures enable the evaluation of teachers' contribution to student learning in a costeffective and non-intrusive way, since most of the required data (test scores) have already been collected for other purposes (Goe et al., 2008). However, the use of value-added models in the context of education is a controversial issue. A review 1.5 A framework in support of the development, selection, and use of COSs Recent publications show that generating valid and reliable scores by means of a COS is not self-evident (e.g.,

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Examining Teachers’ Use of Evidence-Based Practices During Core Mathematics Instruction

Cited by 19 publications

References 30 publications

Investigating the Longitudinal Effects of a Core Mathematics Program on Evidence-Based Teaching Practices in Mathematics

Investigating the Longitudinal Effects of a Core Mathematics Program on Evidence-Based Teaching Practices in Mathematics

What is the evidence on the best way to get evidence into use in education?

The quality and qualities of classroom observation systems

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