教师教授哪些数学内容?优化课堂学习机会的衡量标准

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

摘要

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。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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

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

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.

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来源期刊
CiteScore
3.90
自引率
15.00%
发文量
47
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