How Feedback and Fit Are Associated With Second-Year Teachers’ Enactment of Equitable, Ambitious Mathematics Instruction

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Abstract

This study drew on classroom observation and survey data collected from 70 second-year elementary teachers to examine associations between feedback participants received on mathematics instruction and their perceptions of fit with school-based teacher colleagues and their enactment of equitable, ambitious mathematics instruction. In this study, we employed the Protocol for Language Arts Teaching Observation classroom observation instrument to assess the quality of novice teachers’ mathematics instruction. We found a significant positive association between feedback from mentor teachers, instructional coaches, and principals, on the one hand, and second-year elementary teachers’ enactment of equitable, ambitious mathematics instruction. At the same time, we found that perceptions of fit with teacher colleagues had a significant negative association with their enactment of such instruction.

Authors

• Peter A. Youngs, University of Virginia

• Spyros Konstantopoulos, Michigan State University

• Dorothea M. Anagnostopoulos, University of Connecticut

• Jillian M. Cavanna, University of Hartford

• Tutita M. Casa, University of Connecticut

• Holly Henderson Pinter, Western Carolina University

• Corey Drake, The Math Learning Center