Examining the Association between Explicit Mathematics Instruction and Student Mathematics Achievement

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

doi:10.1086/679969

Cited by 61 publications

(100 citation statements)

References 51 publications

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“…This would allow for professional development efforts to focus on those elements of instruction which have the most impact on the mathematics achievement of SMD. This can also contribute to an emerging body of research on the relative effectiveness of specific components of instruction (e.g., Doabler et al, 2015).…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Developing an understanding procedures observation rubric for mathematics intervention teachers

Crawford

Johnson

Zheng

et al. 2020

School Sci & Mathematics

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This study describes the initial psychometric evaluation of an Understanding Procedures observation rubric. The instrument is intended to provide feedback to teachers working in mathematics intervention settings. The rubric translates the research base from mathematics education and special education into practice in the form of specific items and descriptors of performance levels. A sample of 16 intervention teachers across three states provided three videos each of their instruction of students in mathematics intervention classes. Ten external raters evaluated the videos. We analyze the ratings using many‐facet Rasch measurement. Analyses of the teacher, item, rater, and lesson facets show good psychometric quality for the instrument. Implications for research and professional development are discussed.

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Section: Limitations and Future Researchmentioning

confidence: 99%

Developing an understanding procedures observation rubric for mathematics intervention teachers

Crawford

Johnson

Zheng

et al. 2020

School Sci & Mathematics

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show abstract

“…These doubts were caused, for example, by the fact that the rater training was short, or because no empirical evidence was available that raters could use the COS reliably. It is remarkable that for most COSs we did not find information about the followup training of raters, while it is known from COS literature that raters start to score differently after a while (i.e., rater drift; Casabianca, Lockwood, & McCaffrey, 2015;Doabler et al, 2015).…”

Section: The Quality Of Cossmentioning

confidence: 94%

“…Casabianca et al, 2015 found that raters initially gave relatively high scores when they started observing, but adjusted their scoring rapidly downward. Rater drift should be assessed (AERA, APA, & NCME, 1999) and could be remedied by providing follow-up training if it occurs (Doabler et al, 2015).…”

Section: Measures For Inter-rater Reliabilitymentioning

confidence: 99%

“…Instrument developers can set an IRR threshold that raters should meet (after training) before they can use the COS (AERA, APA, & NCME, 1999). Follow-up training can be important too because, after a while, raters can start scoring differently as a result of, for instance, new experiences (the so-called 'rater drift'; Casabianca, Lockwood, & McCaffrey, 2015;Doabler et al, 2015).…”

Section: Rating Quality Measuresmentioning

confidence: 99%

“…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%

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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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