Work

Assessment of teaching to predict gains in student achievement in urban schools.

Year: 2018

Type: article

Abstract: -grade classrooms in 13 urban schools serving students in communities with high concentrations of poverty. Results suggest that teachers' use of evidence-based instructional and behavior management strategies, as measured by the CSAS, were associated with reading and mathematics gains. In general, students in classrooms with higher quality use of evidence-based teaching strategies exhibited greater gains, whereas students in classrooms with lower quality use of effective strategies exhibited lesser gains. Implications of these findings for research and educational practice are presented. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Source: School Psychology

DOI: 10.1037/spq0000293

Authors: Adam J. Lekwa, Linda A. Reddy, Christopher M. Dudek, Anh N. Hua

Language: English

Topic: Behavioral and Psychological Studies

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

OpenAlex ID: W2902638016

FWCI: 25.5

Cites:

Cited by: 65

Related to: 10