Classroom Quality and Adolescent Student Engagement and Performance in Mathematics: A Multi-Method and Multi-Informant Approach
Classroom Quality and Adolescent Student Engagement and Performance in Mathematics: A Multi-Method and Multi-Informant Approach
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课堂质量和青少年学生的数学参与度和表现：多方法和多信息途径
DOI：
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发表时间：
2020
影响因子：
4.9
通讯作者：
Feifei Ye
中科院分区：
文献类型：
--
作者：
Ming;Tara Hofkens;Feifei Ye
课堂环境中的高质量互动促进了数学学习、参与和表现。研究数学课堂中高质量互动的研究者必须考虑采用多种数据收集方法，以便从各个角度捕捉课堂质量。因此，本纵向研究考察了学生、教师和观察者对数学课堂互动质量的看法，以及他们对数学结果的预测关联。在2015-2016学年的秋季和春季学期，从150个数学班的1501名学生中收集了数据（n = 499名五年级学生，523名七年级学生，479名九年级学生，51%的女生，51%的欧美学生，30%的非洲裔美国人，19%的其他种族背景，52%的人有资格享受免费/减价午餐）。观察和汇总学生在课堂水平上的互动质量报告相互之间存在适度相关，这些报告预测了学生的数学投入和表现。个别学生的互动质量报告也预测了数学投入和表现；然而，教师对互动质量的报告与学生或观察者的观点并不一致。此外，教师报告并不能预测学生的数学成绩。讨论了对研究、实践和政策的影响。
Mathematics learning, engagement, and performance are facilitated by quality interactions within the classroom environment. Researchers studying high-quality interactions in mathematics classrooms must consider adopting multiple methods of data collection so as to capture classroom quality from all perspectives. As such, this longitudinal study examined student, teacher, and observer perspectives of interaction quality in mathematics classrooms and their predictive associations with mathematics outcomes. Data were collected during the fall and spring semesters of the 2015–2016 school year from 1501 students in 150 mathematics classes (n = 499 fifth graders, 523 seventh graders, 479 ninth graders; 51% female; 51% European American, 30% African American, and 19% other ethnic background; 52% qualifying for free/reduced price lunch). Observer and aggregated student reports of interaction quality at the classroom level were moderately correlated with one another, and these reports predicted student mathematics engagement and performance. Individual student reports of interaction quality also predicted math engagement and performance; yet, teacher reports of interaction quality did not align with student or observer perspectives. Furthermore, teacher reports did not predict student mathematics outcomes. Implications for research, practice, and policy are discussed.
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影响因子：
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