Teachers suggesting specific practices in response to students' work is associated with higher math achievement in 1st grade only¶

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? Higher achievement was associated with suggesting specific practices in response to students' work, but only in 1st grade. → 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 finding from the math curricula study, reported as consistent with previous research and limited to "1st grade only". No effect size is printed.

"suggesting specific practices in response to students' work (1st grade only)"

Discussion¶

Related Claims¶

• Differentiating curriculum for students above grade level is associated with higher math achievement in 2nd grade only — related
• The study analyzed data from classrooms using math curricula to correlate instructional practices with student achievement, and its technical appendix documents the data, curricula, and methods. — 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
• Three student-centered practices were associated with lower 2nd-grade math achievement — related