東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Relationship Between General and...

Alexander Glueckert, Karen M.,

FindBook

Google Book

Amazon

博客來

The Relationship Between General and Content-Specific Classroom Practices and K-6 Student Math Achievement: A Multi-Method Analysis /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Relationship Between General and Content-Specific Classroom Practices and K-6 Student Math Achievement: A Multi-Method Analysis // Karen M Alexander Glueckert.
作者:	Alexander Glueckert, Karen M.,
面頁冊數:	1 electronic resource (240 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
Contained By:	Dissertations Abstracts International85-09A.
標題:	Quantitative psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31141289
ISBN:	9798381968675

The Relationship Between General and Content-Specific Classroom Practices and K-6 Student Math Achievement: A Multi-Method Analysis /
Alexander Glueckert, Karen M.,

The Relationship Between General and Content-Specific Classroom Practices and K-6 Student Math Achievement: A Multi-Method Analysis /Karen M Alexander Glueckert. - 1 electronic resource (240 pages)

Source: Dissertations Abstracts International, Volume: 85-09, Section: A.

Research has suggested that measures of both general classroom observational tools (Classroom Organization and Teacher Emotional/Instructional Support) and content-specific observational tools (Ambitious Math Instruction and Errors and Imprecision) are related to K-6 student math achievement and therefore there is encouragement to use both types of observational measures as part of teacher evaluation. This study aims to provide policy makers, practitioners, and researchers with an overall picture of the expected relationships between the observational measures and K-6 student math achievement to inform decisions, policies, and future research. A multi-method analysis was conducted in which a meta-analytic structural equation model, a quantitative synthesis, and a qualitative synthesis of the current literature were integrated. Classroom Organization was found to have a small to medium effect on math achievement. Teacher Emotional/Instructional Support and Ambitious Math Instruction were found to be positively related to math achievement and Errors and Imprecision was found to be negatively related to math achievement. More research is needed using content-specific observational tools to determine expected effects on math achievement. .

English

ISBN: 9798381968675Subjects--Topical Terms:

2144748
Quantitative psychology.
Subjects--Index Terms:

Classroom observation

The Relationship Between General and Content-Specific Classroom Practices and K-6 Student Math Achievement: A Multi-Method Analysis /
LDR:02886nmm a22004813i 4500 001 2431900
005 20250624125407.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798381968675
035 $a (MiAaPQD)AAI31141289
035 $a AAI31141289
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Alexander Glueckert, Karen M., $e author. $3 3820925
245 1 0 $a The Relationship Between General and Content-Specific Classroom Practices and K-6 Student Math Achievement: A Multi-Method Analysis / $c Karen M Alexander Glueckert.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (240 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
500 $a Advisors: Geisinger, Kurt F. Committee members: de Ayala, Ralph; Buhs, Eric; Moeller, Ali.
502 $b Ph.D. $c The University of Nebraska - Lincoln $d 2024.
520 $a Research has suggested that measures of both general classroom observational tools (Classroom Organization and Teacher Emotional/Instructional Support) and content-specific observational tools (Ambitious Math Instruction and Errors and Imprecision) are related to K-6 student math achievement and therefore there is encouragement to use both types of observational measures as part of teacher evaluation. This study aims to provide policy makers, practitioners, and researchers with an overall picture of the expected relationships between the observational measures and K-6 student math achievement to inform decisions, policies, and future research. A multi-method analysis was conducted in which a meta-analytic structural equation model, a quantitative synthesis, and a qualitative synthesis of the current literature were integrated. Classroom Organization was found to have a small to medium effect on math achievement. Teacher Emotional/Instructional Support and Ambitious Math Instruction were found to be positively related to math achievement and Errors and Imprecision was found to be negatively related to math achievement. More research is needed using content-specific observational tools to determine expected effects on math achievement. .
546 $a English
590 $a School code: 0138
650 4 $a Quantitative psychology. $3 2144748
650 4 $a Mathematics education. $3 641129
650 4 $a Elementary education. $3 641385
650 4 $a Educational psychology. $3 517650
650 4 $a Educational evaluation. $3 526425
650 4 $a Teacher education. $3 3172312
653 $a Classroom observation
653 $a K-6 math achievement
653 $a Meta-analysis
653 $a Mixed methods
653 $a Research synthesis
653 $a Teacher evaluation
690 $a 0632
690 $a 0530
690 $a 0443
690 $a 0525
690 $a 0524
690 $a 0280
710 2 $a The University of Nebraska - Lincoln. $b Educational Psychology. $e degree granting institution. $3 3820926
720 1 $a Geisinger, Kurt F. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-09A.
790 $a 0138
791 $a Ph.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31141289