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Using mixed methods to evaluate a mastery approach to teaching mathematics: considerations of quality and equity with regard to individual learning needs

Using mixed methods to evaluate a mastery approach to teaching mathematics: considerations of quality and equity with regard to individual learning needs
Using mixed methods to evaluate a mastery approach to teaching mathematics: considerations of quality and equity with regard to individual learning needs
We present results from a mixed-method evaluation of a mastery-oriented, Singapore-based mathematics textbook series and teaching approach in Year 1 classrooms in England (Hall, Lindorff, & Sammons, 2016), reanalysed with a focus on individual learning needs -- not a predefined focus, but one that emerged during fieldwork/analysis. The present objectives are: 1.To illustrate the potential of mixed methods to investigate of emergent findings beyond a priori aims;  2.To explore substantive findings regarding equity and quality of teaching/learning with a mastery orientation for diverse learning needs.  This study was framed by Bloom’s mastery learning theory combined with a teacher effectiveness perspective. We used a mixed methods Cluster Randomised Controlled Trial (mmCRCT) design with a delayed treatment group. Data sources included pupil assessments and attitude questionnaires, lesson observations, and teacher interviews (all conducted in the first, second and third terms of 2015-16). Findings suggest implications for policy and practice based on a reconceptualization of “ability” and differentiation for mastery-oriented teaching and learning. Further, the study illustrates how mixed methods evaluation can facilitate understandings of educational interventions’ effects and implementation processes relevant to equity and quality issues, extending to emergent findings beyond predetermined aims. 

Hall, J., Lindorff, A., & Sammons, P. (2016). Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England. Oxford: University of Oxford. https://doi.org/10.13140/RG.2.2.23042.07369
Lindorff, Ariel
c1b05285-fa02-46ea-9f61-1a04f65ae1c3
Hall, James
29e17a2b-dca0-4b91-be02-2ace4abaa6c4
Sammons, Pamela
7e344715-cfa7-4a5d-8d37-9d929c27ca0d
Lindorff, Ariel
c1b05285-fa02-46ea-9f61-1a04f65ae1c3
Hall, James
29e17a2b-dca0-4b91-be02-2ace4abaa6c4
Sammons, Pamela
7e344715-cfa7-4a5d-8d37-9d929c27ca0d

Lindorff, Ariel, Hall, James and Sammons, Pamela (2019) Using mixed methods to evaluate a mastery approach to teaching mathematics: considerations of quality and equity with regard to individual learning needs. International Congress for School Effectiveness and Improvement (ICSEI): 32nd Annual Conference, Stavanger, Norway. 08 - 12 Jan 2019.

Record type: Conference or Workshop Item (Paper)

Abstract

We present results from a mixed-method evaluation of a mastery-oriented, Singapore-based mathematics textbook series and teaching approach in Year 1 classrooms in England (Hall, Lindorff, & Sammons, 2016), reanalysed with a focus on individual learning needs -- not a predefined focus, but one that emerged during fieldwork/analysis. The present objectives are: 1.To illustrate the potential of mixed methods to investigate of emergent findings beyond a priori aims;  2.To explore substantive findings regarding equity and quality of teaching/learning with a mastery orientation for diverse learning needs.  This study was framed by Bloom’s mastery learning theory combined with a teacher effectiveness perspective. We used a mixed methods Cluster Randomised Controlled Trial (mmCRCT) design with a delayed treatment group. Data sources included pupil assessments and attitude questionnaires, lesson observations, and teacher interviews (all conducted in the first, second and third terms of 2015-16). Findings suggest implications for policy and practice based on a reconceptualization of “ability” and differentiation for mastery-oriented teaching and learning. Further, the study illustrates how mixed methods evaluation can facilitate understandings of educational interventions’ effects and implementation processes relevant to equity and quality issues, extending to emergent findings beyond predetermined aims. 

Hall, J., Lindorff, A., & Sammons, P. (2016). Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England. Oxford: University of Oxford. https://doi.org/10.13140/RG.2.2.23042.07369

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More information

Published date: 10 January 2019
Venue - Dates: International Congress for School Effectiveness and Improvement (ICSEI): 32nd Annual Conference, Stavanger, Norway, 2019-01-08 - 2019-01-12

Identifiers

Local EPrints ID: 427758
URI: https://eprints.soton.ac.uk/id/eprint/427758
PURE UUID: dfdecb59-f179-4eb0-ba18-51fc853789e1
ORCID for James Hall: ORCID iD orcid.org/0000-0001-8002-0922

Catalogue record

Date deposited: 28 Jan 2019 17:30
Last modified: 14 Mar 2019 01:25

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Contributors

Author: Ariel Lindorff
Author: James Hall ORCID iD
Author: Pamela Sammons

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