Assessing Instructional Quality in Mathematics: A Comparative Study of High and Low Value-Added Teachers' Videotaped Lessons

数学教学质量评估：高附加值和低附加值教师录像课的比较研究

• 批准号: 0732204
• 负责人: Nicole Kersting
• 金额: $ 152.25万
• 依托单位: LessonLab, Inc.
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-10-01 至 2009-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0732204&HistoricalAwards=false
• 关键词: Assessing; Instructional; Quality; Mathematics; Comparative

Using value-added data from the Los Angeles Unified School Districts, the researchers determine individual teacher effect estimates and investigate their stability across models. This study also investigates the instructional practices of a sub-sample of 30 highly effective and 30 less effective sixth-grade mathematics teachers. Five classroom lessons are videotaped per teacher. The videotapes are coded and analyzed by researchers who are blind to the value-added effectiveness of the teachers. The reliability of measured teaching practice will be investigated by applying hierarchical linear models. Practices of highly effective and less effective teachers will be compared through analyses of variance and regression models.

利用来自洛杉矶联合学区的增值数据，研究人员确定了个别教师的效果估计，并调查了它们在模型中的稳定性。 本研究还调查了30名高效率和30名低效率的六年级数学教师的教学实践。 每名教师的五节课都被录像。这些录像带是由研究人员编码和分析的，他们对教师的增值效果视而不见。测量的教学实践的可靠性将通过应用分层线性模型进行调查。高效率和低效率的教师的做法将通过方差分析和回归模型进行比较。