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Introduction. Over the past few decades, teacher quality has been widely accepted as a factor that influences teachers' instructional quality and students' learning outcomes 1, 2, 3•.However, the majority of previous empirical studies in mathematics education adopted an exclusively cognitive perspective to investigate the associations between professional knowledge, such as mathematics.

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Two prominent factors that have been linked to students' mathematics achievement are teachers' instructional practices and students' self-efficacy. However, these factors are typically considered in isolation, negating the relationship between the two. This study examined the effect of two instructional practices, direct instruction and inquiry learning, on elementary students.

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District Sample Curriculum Project (DSCP): Phase IV High-Impact Instructional Strategies. Phase IV of the District Sample Curriculum Project focuses on the instructional strategies needed to support standards-based teaching and learning. This work was highlighted by the All Students, All Standards Institute, held in June of 2016, which brought.

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The co-existence of behavioral and math disabilities may make it more difficult for students to respond to intervention than students with either math or behavioral struggles, particularly for students with externalizing behaviors (Benz & Powell, 2021).These data make clear the understanding that high-quality mathematics intervention must simultaneously be employed with high-quality positive.

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190 The Impact Cycle The teaching strategies described in this playbook are also included in High-Impact Instruction: A Framework for Great Teaching by Jim Knight (2013). Content Planning Guiding Questions Learning Maps Formative Assessment Specific Proficiencies Checks for Understanding Instruction Thinking Prompts Effective Questions

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High-Impact Instructional Practices in Mathematics [PDF] The thoughtful use of high-impact instructional practices - including knowing when to use them and how they might be combined to best support the achievement of specific math goals - is an essential component of effective math instruction. Overall Key Changes - Ontario.

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Despite the construct of challenge being recognized as an essential element of mathematics instruction, concerns have been raised about whether such approaches benefit students with diverse academic needs. In this article, we focus on the beliefs and instructional practices of teachers teaching students in the first three years of school (5 to 8 years of age). These teachers participated in.

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High Impact Teaching Strategies (HITS) are 10 instructional practices that increase student learning. HITS have the strongest impact on children and young people's learning when embedded into an ongoing improvement cycle. Each of the HITS in this section is focussed on numeracy, with examples provided in learning areas other than mathematics.

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New standards by themselves cannot raise student achievement—they depend on the work of districts, schools, and teachers to interpret the standards and effectively shift instructional practice (Toch, 1991; Tyack & Cuban, 1995).Because the CCSS-M were intentionally constructed to allow flexibility in implementation across districts and schools, we can expect that the extent to which new.

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a community of inquiry to discuss teaching strategies. Keywords: high-impact teaching practices; STEM; instructors; undergraduates; higher education; qualitative 1. Introduction High-impact teaching practices (HIPs) have been established as effective pedagogi-cal practices and are recognized as a mechanism to improve student learning [1-3]. For

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In high school math, more instructional time helps, but the tracking dilemma remains. For more than a century, educators have struggled to find the best way to organize instruction for students who vary widely in their prior levels of performance ( 1 ). In a pioneering line of research focused on children in the Chicago Public Schools (CPS.

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Page 3: Evidence-Based Mathematics Practices. Once they have adopted a standards-based curriculum, teachers can begin to help their students to learn the identified concepts and procedures. The most effective way to teach concepts and procedures is to implement evidence-based practices (EBPs)—practices and strategies that have been shown to.

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This resource is intended to build a common language and understanding about high-impact instructional practices in mathematics. It is designed to build awareness and expand repertoires to enhance teaching and learning. The resource comprises a series of fact sheets, described in more detail below, and concludes with a list of references and.

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The MAA Instructional Practices Guide (© 2017 The Mathematical Association of America, Inc.) is an open access publication distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original.

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And it involves educators choosing from and using a variety of high-impact instructional practices (Hattie, 2009; National Council of Teachers of Mathematics, 2014). This resource is intended to build a common language and understanding about these high-impact practices in mathematics. It is designed to build awareness and expand repertoires to.