Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 

Learning Lessons From Instruction: Descriptive Results From an Observational Study of Urban Elementary Classrooms


by Heather C. Hill, Erica Litke & Kathleen Lynch — 2018

Background: For nearly three decades, policy makers and researchers in the United States have promoted more intellectually rigorous standards for mathematics teaching and learning. Yet, to date, we have limited descriptive evidence on the extent to which reform-oriented instruction has been enacted at scale.


Purpose: The purpose of the study is to examine the prevalence of reform-aligned mathematics instructional practices in five U.S. school districts. We also seek to describe the range of instruction students experience by presenting case studies of teachers at high, medium, and low levels of reform alignment.

Participants: We draw on 1,735 video-recorded lessons from 329 elementary teachers in these five U.S. urban districts.


Research Design: We present descriptive analyses of lesson scores on a mathematics-focused classroom observation instrument. We also draw on interviews with district personnel, rater-written lesson summaries, and lesson video to develop case studies of instructional practice.

Findings: We find that teachers in our sample do use reform-aligned instructional practices, but they do so within the confines of traditional lesson formats. We also find that the implementation of these instructional practices varies in quality. Furthermore, the prevalence and strength of these practices corresponds to the coherence of district efforts at instructional reform.

Conclusions: Our findings suggest that, unlike other studies in which reform-oriented instruction rarely occurred, reform practices do appear to some degree in study classrooms. In addition, our analyses suggest that implementation of these reform practices corresponds to the strength and coherence of district efforts to change instruction.



To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Learning Lessons From Instruction: Descriptive Results From an Observational Study of Urban Elementary Classrooms
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 120 Number 12, 2018, p. 1-46
http://www.tcrecord.org ID Number: 22502, Date Accessed: 12/12/2018 8:59:00 PM

Purchase Reprint Rights for this article or review
 
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Heather Hill
    Harvard Graduate School of Education
    E-mail Author
    HEATHER C. HILL is the Jerome T. Murphy Professor of Education at the Harvard Graduate School of Education. Her areas of expertise include mathematics teaching and professional development.
  • Erica Litke
    University of Delaware
    E-mail Author
    ERICA LITKE is an assistant professor of mathematics education at the University of Delaware. Her research focuses on instructional practice in mathematics, with a particular focus on algebra and issues of equity. Recent research looks at teaching quality in mathematics as well as the impact of district-level policies designed to address equity in secondary mathematics. Her work has appeared in American Educational Research Journal, Educational Evaluation and Policy Analysis, American Journal of Education, and Economics of Education Review.
  • Kathleen Lynch
    Harvard Graduate School of Education
    E-mail Author
    KATHLEEN LYNCH is a postdoctoral research associate at Brown University. Her research interests include education policy and strategies to reduce educational inequality, particularly in mathematics. Her research has been published in journals including Educational Evaluation and Policy Analysis, Journal for Research in Mathematics Education, American Journal of Education, Journal of Mathematical Behavior, and Mathematical Thinking and Learning.
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS