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Studying mathematics instruction through different lenses: setting the ground for understanding instructional quality more comprehensively
(2018)
Researchers from different fields have developed different observational instruments to capture instructional quality with a focus on generic versus content-specific dimensions or a combination of both. As this work is ...
Classroom observation frameworks for studying instructional quality: looking back and looking forward
(2018)
Observation-based frameworks of instructional quality differ largely in the approach and the purposes of their development, their theoretical underpinnings, the instructional aspects covered, their operationalization and ...
Reconsidering the use of video clubs for student-teachers' learning during field placement: Lessons drawn from a longitudinal multiple case study
(2018)
Although video clubs have been used to support (student) teachers' learning through reflection upon practice, less attention has been paid to their potential use for supporting changes in participants' practice over a ...
Combining differentiated instruction with working on mathematically challenging tasks: Listening to teachers’ needs and concerns
(Cyprus Pedagogical Association, 2018)
Investigating factors contributing to student achievement in mathematics tasks in TIMSS: An exploratory study
(University of Crete, 2018)
Are teachers consistently effective across subject matters? Revisiting the issue of differential teacher effectiveness
(2019)
Although consistency in teacher effectiveness has attracted scholarly interest since the 1960s, revived interest in differential teacher effectiveness is recently witnessed, with empirical studies more systematically testing ...
Teacher Characteristics and Student Learning in Mathematics: A Comprehensive Assessment:
(2019)
Diverse stakeholders have an interest in understanding how teacher characteristics—their preparation and experience, knowledge, and mind-sets and habits—relate ...
Studying instructional quality by using a content-specific lens: the case of the Mathematical Quality of Instruction framework
(2018)
In this study, we use Mathematical Quality of Instruction (MQI), a content-specific observation framework, to examine the mathematical quality of instruction of three focal lessons in order to examine the instructional ...
Mathematical knowledge for teaching and task unfolding: An exploratory study
(2010)
Although teachers' knowledge is thought to contribute to the selection and implementation of mathematical tasks, empirical evidence supporting this claim is scarce. To investigate this relationship and understand its nature, ...