The Relationship Between General and Content-Specific Classroom Practices and K-6 Student Math Achievement: A Multi-Method Analysis

Author

Karen Alexander Glueckdert, University of Nebraska-LincolnFollow

Date of Award

Spring 2024

Document Type

Dissertation

Department

Educational Psychology

First Advisor

Kurt Geisinger

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.

Comments

Copyright 2024, Karen Alexander Glueckdert. Used by permission

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