eric.ed.gov har udgivet: This study examined how principals in eight high-functioning elementary schools provide teacher supervision and evaluation to promote high levels of student achievement. Perceptions of teachers were measured to provide an understanding of which specific principal behaviors translated into better instructional practices within the selected schools. Schools were chosen based on their performance on both state communication arts and math standardized assessments, which were in the top 10% of all elementary schools in the state. Data were collected from 74 teachers using an online survey tool to assess perceptions about principals’ supervision within pre-observation and post-observation conferences. Quantitative analyses, part of a larger inquiry previously analyzed by the authors, revealed that 64% percent of the variability in principals’ pre-conference supervisory effectiveness was accounted for by discussing how students… Continue Reading →
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eric.ed.gov har udgivet: Calls to advance students’ ability to engage in mathematical reasoning practices including conjecturing, generalising and justifying (CGJ) place significant new demands on teachers. This case study examines how Mathematics Studio provided opportunities for a team of U.S. middle school teachers to learn about these practices and ways to promote them in the classroom. Findings demonstrate how CGJ readings and focused discussions, coupled with repeated cycles of collaborative lesson planning, observation and debrief, supported the development of teacher knowledge, professional community, and teaching resources. In addition, this paper explores the role school leadership played in facilitating Math Studio to ensure these learning opportunities were realised. Documenting how Math Studio features and participants contributed to teachers’ ability to implement CGJ focused lessons not only provides insights into the difficulties… Continue Reading →
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eric.ed.gov har udgivet: This study explores how two instructional coaches enacted modeling and co-teaching cycles with five elementary teachers during mathematics instruction. A content analysis of the coachteacher talk from 11 planning meetings and 23 lessons reveals that the coaches and teachers seldom engaged in mathematical conversations. Instead, they primarily had low-depth discussions about curriculum, other instructional materials, and assessment. Implications for school districts with instructional coaching models are discussed. [For the complete proceedings, see ED606531.] Link til kilde
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