Three student-centered practices were associated with lower 2nd-grade math achievement¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In 2nd grade, lower achievement was associated with teachers' higher frequency of eliciting multiple strategies and solutions, prompting a student to lead the class in a routine, and students more frequently asking each other questions. → Douglas H. Clements 2013

Evidence¶

Douglas H. Clements 2013¶

Douglas H. Clements, Roberto Agodini, Barbara Harris. (2013). Instructional Practices and Student Math Achievement: Correlations from a Study of Math Curricula (Issue Brief). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/

q2 · i? · associational · r?

Correlational results the brief labels "Less consistent results ... in three 2nd-grade results", each associated with lower achievement. No effect sizes are printed.

"lower achievement associated with teachers' higher frequency of eliciting multiple strategies and solutions; prompting a student to lead the class in a routine; and with students more frequently asking each other questions"

Discussion¶

Related Claims¶

• Differentiating curriculum for students above grade level is associated with higher math achievement in 2nd grade only — related
• Practices associated with higher math achievement gains include both student-centered and teacher-directed practices, though some student-centered practices were associated with lower gains — a broader claim this one bears on
• Teachers dedicating more time to whole-class instruction is associated with increased student math achievement — related
• Teachers suggesting specific practices in response to students' work is associated with higher math achievement in 1st grade only — related
• Interactive instruction is more common in classrooms with higher prior achievement; didactic and review are more common in lower-achieving classrooms — related
• Schools where students and teachers reported frequent use of standards-aligned practices showed stronger assessment gains than schools with few reports of frequent use — related
• Interactive instruction declines and didactic instruction increases across elementary grade levels — related
• Elementary teaching practices during a standardized lesson are more often teacher-directed than child-centered, with no grade differences in frequency — related