Graduate Studies
First Advisor
Kurt Geisinger
Department
Educational Psychology
Date of this Version
Spring 2024
Document Type
Dissertation
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.
Recommended Citation
Alexander Glueckdert, Karen, "The Relationship Between General and Content-Specific Classroom Practices and K-6 Student Math Achievement: A Multi-Method Analysis" (2024). Dissertations and Doctoral Documents from University of Nebraska-Lincoln, 2023–. 60.
https://digitalcommons.unl.edu/dissunl/60
Comments
Copyright 2024, Karen Alexander Glueckdert. Used by permission