How Student Participation Mediates the Relationship Between Teacher Practices and Student Achievement

• In Event: Critical Issues in Mathematics Teaching and Learning

Abstract

This study investigated the relationship between teacher practices, student participation and student achievement in seven third- and fourth- grade mathematics classrooms. Multilevel mediation analyses using codes based on video and audio recordings of whole-class and small-group discussions showed a significant role of student participation as a mediator in the effect of teacher practices on student achievement. The results have implications for practice in showing how teacher practices can support student participation (in terms of students explaining their own thinking and engaging with each other’s ideas), and consequently, student learning. Implications for research include showing the importance of including student participation in studies examining the relationship between teacher practice and student achievement.

Authors

• Marsha M. Ing, University of California - Riverside

• Noreen M. Webb, University of California - Los Angeles

• Megan L. Franke, University of California - Los Angeles

• Angela Chan Turrou, University of California - Los Angeles

• Jacqueline Wong, University of California - Los Angeles

• Nami Shin, University of California - Los Angeles

• Cecilia Henriquez Fernandez, University of California - Los Angeles