初等小学教师的数学教学质量如何与学生教学和第一年教学任务的相似性相关

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-06-11 DOI:10.1016/j.tate.2025.105129

Peter Youngs , Jason Miller , Kim Evert , Dorothea Anagnostopoulos , Corey Drake

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引用次数: 0

摘要

本研究采用多元回归模型和美国72名小学一年级教师的课堂观察数据，调查教师的数学教学质量指标与他们的学生教学任务和一年级教学任务在教学年级水平和学生社会经济地位（SES）方面的相似程度之间的关系。初任教师的数学教学质量与PreK-1年级教学水平的相似程度（学生教学与一年级教学之间）相关。学生SES的相似程度与数学教学质量之间没有关联。

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How beginning elementary teachers’ mathematics instructional quality is associated with similarities between student teaching and first-year teaching assignments

This study used multiple regression models and classroom observation data from 72 first-year elementary teachers in the United States to investigate how measures of the teachers' mathematics instructional quality were associated with the degree of similarity between their student teaching assignment and first-year teaching assignment in terms of grade levels taught and students' socio-economic status (SES). Beginning teachers' mathematics instructional quality was associated with the degree of similarity (between student teaching and first-year teaching) in terms of grade levels taught for Grades PreK-1. There was no association between the extent of similarity regarding students’ SES and mathematics instructional quality.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.