What Mathematics Content Do Teachers Teach? Optimizing Measurement of Opportunities to Learn in the Classroom

IF 2.7 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jiahui Zhang, William H. Schmidt
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引用次数: 0

Abstract

Measuring opportunities to learn (OTL) is crucial for evaluating education quality and equity, but obtaining accurate and comprehensive OTL data at a large scale remains challenging. We attempt to address this issue by investigating measurement concerns in data collection and sampling. With the primary goal of estimating group-level OTLs for large populations of classrooms and the secondary goal of estimating classroom-level OTLs, we propose forming a teacher panel and using an online log-type survey to collect content and time data on sampled days throughout the school year. We compared various sampling schemes in a simulation study with real daily log data from 66 fourth-grade math teachers. The findings from this study indicate that sampling 1 day per week or 1 day every other week provided accurate group-level estimates, while sampling 1 day per week yielded satisfactory classroom-level estimates. The proposed approach aids in effectively monitoring large-scale classroom OTL.

Abstract Image

教师教授哪些数学内容?优化课堂学习机会的衡量标准
衡量学习机会(OTL)对于评估教育质量和公平性至关重要,但在大规模范围内获取准确、全面的 OTL 数据仍具有挑战性。我们试图通过调查数据收集和抽样中的测量问题来解决这一问题。我们的主要目标是估算大量教室的组级 OTL,次要目标是估算教室级 OTL,因此我们建议组建一个教师小组,并使用在线日志型调查来收集整个学年中抽样日的内容和时间数据。我们利用 66 位四年级数学教师的真实每日日志数据,在模拟研究中比较了各种抽样方案。研究结果表明,每周抽样 1 天或每隔一周抽样 1 天可提供准确的组级估计数据,而每周抽样 1 天可提供令人满意的班级估计数据。建议的方法有助于有效监测大规模课堂 OTL。
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来源期刊
CiteScore
3.90
自引率
15.00%
发文量
47
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