Q?uality of Teaching Practices for All Students: Multilevel Analysis of Language-Responsive Teaching for Robust Understanding

Autor/inn/en	Neugebauer, Philipp; Prediger, Susanne
Titel	Q?uality of Teaching Practices for All Students: Multilevel Analysis of Language-Responsive Teaching for Robust Understanding
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 3, S.811-834 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prediger, Susanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10274-6
Schlagwörter	Educational Quality; Mathematics Instruction; Teaching Methods; Equal Education; Mathematics Achievement; Educational Resources; Language Proficiency; Grade 7; Prior Learning; Concept Formation; Mathematical Concepts; Access to Education; Teacher Student Relationship; Student Diversity; Video Technology; Cognitive Ability; Language Variation; Language Usage + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bildungsmittel; Language skill; Language skills; Sprachkompetenz; School year 07; 7. Schuljahr; Schuljahr 07; Vorkenntnisse; Concept learning; Begriffsbildung; Education; Access; Bildung; Zugang; Bildungszugang; Teacher student relationships; Lehrer-Schüler-Beziehung; Denkfähigkeit; Sprachenvielfalt; Sprachgebrauch
Abstract	The quality of curriculum resources and teaching practices can constrain or promote students' opportunities for mathematics learning, in particular, students with diverse language proficiency. The video study investigates 18 classes that all used the same curriculum resources aimed at developing 367 seventh graders' conceptual understanding of percentages to identify the interaction of quality dimensions, the enactment of given curriculum resources, and students' mathematical achievement (when controlling for mathematical preknowledge and language proficiency). Multilevel regression analysis revealed that three quality dimensions that can easily be supported by the curriculum resources ("Mathematical Richness," "Cognitive Demand," and "Connecting Registers") were on a high level, and their variance had no additional interaction with students' achievement. In contrast, the 4 quality dimensions that were enacted in the teacher-student interaction with more variance ("Agency," "Equitable Access," "Discursive Demand," and, in particular, "Use of Student Contributions") had a significant additional impact on student achievement. These findings reveal important insights into the implementability of equitable instructional approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01