Math coaches, specialists, and student achievement: Learning from the data
Math coaches, specialists, and student achievement: Learning from the data
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DOI：
10.1177/0031721720970701
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发表时间：
2020-11-01
期刊：
影响因子：
1.2
通讯作者：
Saclarides, Evthokia Stephanie
中科院分区：
文献类型：
--
作者：
Harbour, Kristin E.;Saclarides, Evthokia Stephanie
为了支持数学教学的持续专业发展模式，许多地区和学校已经开始聘请小学数学教练和/或专家（MCS）。然而，有限的大规模实证研究存在，确定如何使用MCSs影响学生的学习和成绩。克里斯汀·E Harbour和Evthokia Stephanie Saclarides开始通过使用国家教育进步评估的数据来填补这一空白，以探索小学MCS的存在和责任与四年级学生数学成绩之间的关系。根据他们的调查结果，他们分享了地区和行政人员考虑的实际影响。
To support continuous professional development model in the teaching and learning of mathematics, many districts and schools have begun hiring elementary mathematics coaches and/or specialists (MCSs). However, limited large-scale empirical research exists that determines how the use of MCSs affect student learning and achievement. Kristin E. Harbour and Evthokia Stephanie Saclarides begin to fill in this gap by using data from the National Assessment of Educational Progress to explore the relationship between the presence and responsibilities of elementary MCSs and 4th-grade student achievement in mathematics. Based on their findings, they share practical implications for districts and administrators to consider.