Instructional Clarity, Classroom Disorder, and Student Achievement in Mathematics: An Exploratory Analysis of TIMSS 2019 [Konferenzbericht] Paper presented at the Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) (45th, Newcastle, Australia, Jul 2-6, 2023).

Autor/inn/en	Berger, Nathan; Holmes, Kathryn; Mackenzie, Erin
Institution	Mathematics Education Research Group of Australasia (MERGA)
Titel	Instructional Clarity, Classroom Disorder, and Student Achievement in Mathematics: An Exploratory Analysis of TIMSS 2019 [Konferenzbericht] Paper presented at the Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) (45th, Newcastle, Australia, Jul 2-6, 2023).
Quelle	(2023), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	International Assessment; Achievement Tests; Mathematics Tests; Mathematics Achievement; Foreign Countries; Teaching Methods; Classroom Techniques; Learning Processes; Grade 8; Secondary School Students; Mathematics Instruction; Correlation; Australia; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Learning process; Lernprozess; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler; Mathematics lessons; Mathematikunterricht; Korrelation; Australien
Abstract	It is generally understood that both clear teacher instruction and orderly classroom climates support student achievement in mathematics. However, to what extent does instructional clarity "compensate" for classroom disorder? In this exploratory study, we analyse data from 8,864 Year 8 students sampled by TIMSS 2019 to investigate the relationship between instructional clarity, classroom disorder, and mathematics achievement. The findings demonstrate the deleterious effects of classroom disorder for mathematics achievement, even in the presence of high instructional clarity. The findings contribute to an emerging international body of work and reinforce the importance of teachers having an optimal combination of classroom skills to support student learning. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01