Effective mathematics instruction in high-poverty middle schools: What are the “best” teachers doing?
Year: 2025
Type: article
Abstract: While there is much literature devoted to mathematics teaching practices, most research does not consider the perspectives of effective teachers in high-poverty schools. This study offers unprecedented access into the teaching practices of highly effective middle school teachers who teach in high-poverty schools. By accessing a state-wide database of thousands of teachers in Utah (USA), we identified seven middle school teachers whose students consistently showed high growth on standardized assessments compared to other teachers in Utah who also taught in high-poverty schools. We invited these teachers to participate in interviews regarding their teaching practices, and all seven teachers agreed to participate. Using thematic analysis, we constructed several themes that were common across effective teachers. Our findings both agree and contradict current guiding principles on equitable teaching practices. The findings provide useful tools for teachers in high-poverty schools and call for continued dialogue on equitable teaching practices.
Source: Middle School Journal
Authors: Tye G. Campbell, Jordan Green
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W4409502206