Explaining differences in one teacher’s instruction across multiple tracked fifth‐grade classes
نویسندگان
چکیده
In this article, we describe the case of “Keri,” a fifth-grade teacher who had completed an Elementary Mathematics Specialist (EMS) certification program. Drawn from larger study investigating knowledge, beliefs, and practices EMSs, Keri's was unique in that she teaching mathematics to four classes departmentalized structure, where students were placed into different according perceived ability. Observations revealed instructional did not align with her reported beliefs knowledge. To explore deviation, conducted observed instruction across multiple used interviews reasons for decisions terms professional obligations. We found Keri employ aligned knowledge such as pressing mathematical justifications, but only “higher ability” classes. Interview data suggested driven by strong obligation individual students, overriding other implications these findings, including limitations assessments surveys proxies quality, discuss recommendations approaches development account teachers’
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ژورنال
عنوان ژورنال: School Science and Mathematics
سال: 2021
ISSN: ['0036-6803', '1949-8594']
DOI: https://doi.org/10.1111/ssm.12504