Teacher mathematical knowledge, instructional quality, and student outcomes: a multilevel quantile mediation analysis

Kelcey, Ben; Hill, Heather C.; Chin, Mark J.

doi:10.1080/09243453.2019.1570944

Cited by 37 publications

(30 citation statements)

References 56 publications

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“…Mathematics instruction has also been accepted as a multidimensional construct (Kelcey et al 2019). While investigating teachers' instructional practice, cognitive activation and providing student learning support have been specifically emphasized by researchers (e.g., Baumert et al 2010;Depaepe and König 2018).…”

Section: Instructional Practicementioning

confidence: 99%

Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China

Yang

Kaiser

König

et al. 2020

ZDM Mathematics Education

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In this paper we examine the relationship between teachers' knowledge, beliefs and instructional practices based on a study with 495 Chinese pre-service mathematics teachers. The results indicate that Chinese pre-service mathematics teachers tend to hold mixed beliefs about the nature of mathematics, and a constructivist view about mathematics teaching and learning, and that they are inclined to report that their teaching is inquiry-oriented. Mathematical content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) were found not to correlate with the teachers' self-reported instructional practice, in contrast to pre-service mathematics teachers' beliefs, which showed a stronger association with their self-reported inquiry-oriented instructional practice. Moreover, pre-service teachers' dynamic beliefs about the nature of mathematics, and constructivist beliefs about mathematics teaching and learning, acted as mediators between pre-service mathematics teachers' MCK, MPCK and instructional practice respectively.Publisher's Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Section: Instructional Practicementioning

confidence: 99%

Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China

Yang

Kaiser

König

et al. 2020

ZDM Mathematics Education

View full text Add to dashboard Cite

show abstract

“…Our working example draws on multilevel mediation as it represents one prevalent type of MLSEM in organizational research and in research across almost every area of the social sciences (e.g., Aarons & Sawitzky, 2006; Allen, Herst, Bruck, & Sutton, 2000; Brough & O’Driscoll, 2005; Brough, O’Driscoll, Kalliath, Cooper, & Poelmans, 2009; Brown et al, 2014; Eby, Casper, Lockwood, Bordeaux, & Brinley, 2005; Kelcey, Hill, & Chin, 2019; Ketelaars, 2017; Sampson, Raudenbush, & Earls, 1997; Song, Tsui, & Law, 2009). There are of course many other types of MLSEMs that are common in the organizational sciences and for which the proposed estimator is suitable.…”

Section: Working Examplementioning

confidence: 99%

Croon’s Bias-Corrected Factor Score Path Analysis for Small- to Moderate-Sample Multilevel Structural Equation Models

Kelcey

Cox

Dong

2019

Organizational Research Methods

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Maximum likelihood estimation of multilevel structural equation model (MLSEM) parameters is a preferred approach to probe theories involving latent variables in multilevel settings. Although maximum likelihood has many desirable properties, a major limitation is that it often fails to converge and can incur significant bias when implemented in studies with a small to moderate multilevel sample (e.g., fewer than 100 organizations with 10 or less individuals/organization). To address similar limitations in single-level SEM, literature has developed Croon’s bias-corrected factor score path analysis estimator that converges more regularly than maximum likelihood and delivers less biased parameter estimates with small to moderate sample sizes. We derive extensions to this framework for MLSEMs and probe the degree to which the estimator retains these advantages with small to moderate multilevel samples. The estimator emerges as a useful alternative or complement to maximum likelihood because it often outperforms maximum likelihood in small to moderate multilevel samples in terms of convergence, bias, error variance, and power. The proposed estimator is implemented as a function in R using lavaan and is illustrated using a multilevel mediation example.

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“…It is also possible that improved math instruction strengthened students’ abilities in ways not captured by the state standardized test or the interim assessments. Prior work (Kelcey et al, 2019; Lynch et al, 2017) found that the relationship between instructional quality as measured by the MQI and student achievement varied by district—and specifically, the assessment used by the districts. Assessments that required students to engage in more cognitively demanding problem solving and explanations saw stronger relationships with MQI scores.…”

Section: Discussionmentioning

confidence: 99%

“…For instance, for “students communicate,” (0) indicates students contribute scant one-word answers during the segment; (1) indicates that students provide one- or two-word answers consistently throughout the segment; (2) indicates occasional more substantive student contributions, such as presenting solution methods or asking a mathematical question; (3) indicates consistent student contributions throughout the segment. Teachers’ scores on these dimensions or combinations of these dimensions have predicted students’ academic achievement gains in several studies (Garet et al, 2016; Hill et al, 2011; Kelcey et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial

Kraft

Hill

2020

American Educational Research Journal

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This article describes and evaluates a web-based coaching program designed to support teachers in implementing Common Core–aligned math instruction. Web-based coaching programs can be operated at relatively lower costs, are scalable, and make it more feasible to pair teachers with coaches who have expertise in their content area and grade level. Results from our randomized field trial document sizable and sustained effects on both teachers’ ability to analyze instruction and on their instructional practice, as measured by the Mathematical Quality of Instruction instrument and student surveys. However, these improvements in instruction did not result in corresponding increases in math test scores as measured by state standardized tests or interim assessments. We discuss several possible explanations for this pattern of results.

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Teacher mathematical knowledge, instructional quality, and student outcomes: a multilevel quantile mediation analysis

Cited by 37 publications

References 56 publications

Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China

Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China

Croon’s Bias-Corrected Factor Score Path Analysis for Small- to Moderate-Sample Multilevel Structural Equation Models

Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial

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