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

使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效果的估计，并调查了他们在不同模型中的稳定性。本研究还调查了30名高效数学教师和30名低效六年级数学教师的教学实践。每个老师五节课堂课都被录了下来。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。运用分层线性模型对测量的教学实践的可靠性进行考察。通过方差分析和回归模型对高效教师和低效教师的教学实践进行比较。

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.