Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
The Relationship Between General and Content-Specific Classroom Practices and K-6 Student Math Achievement: A Multi-Method Analysis
Abstract
Research has suggested that measures of both general classroom observational tools (Classroom Organization and Teacher Emotional/Instructional Support) and content-specific observational tools (Ambitious Math Instruction and Errors and Imprecision) are related to K-6 student math achievement and therefore there is encouragement to use both types of observational measures as part of teacher evaluation. This study aims to provide policy makers, practitioners, and researchers with an overall picture of the expected relationships between the observational measures and K-6 student math achievement to inform decisions, policies, and future research. A multi-method analysis was conducted in which a meta-analytic structural equation model, a quantitative synthesis, and a qualitative synthesis of the current literature were integrated. Classroom Organization was found to have a small to medium effect on math achievement. Teacher Emotional/Instructional Support and Ambitious Math Instruction were found to be positively related to math achievement and Errors and Imprecision was found to be negatively related to math achievement. More research is needed using content-specific observational tools to determine expected effects on math achievement.
Subject Area
Quantitative psychology|Teacher education|Educational evaluation|Educational psychology|Elementary education|Mathematics education
Recommended Citation
Alexander Glueckert, Karen M, "The Relationship Between General and Content-Specific Classroom Practices and K-6 Student Math Achievement: A Multi-Method Analysis" (2024). ETD collection for University of Nebraska-Lincoln. AAI31141289.
https://digitalcommons.unl.edu/dissertations/AAI31141289