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Measuring and Supporting the Improvement of Common Core State Standards–Aligned Mathematics Teaching at Scale
Tue, April 12, 10:35am to 12:05pm, Convention Center, Floor: Level One, Room 146 ASession Type: Symposium
Abstract
The objective of this symposium is to advance theories for studying mathematics teaching and the role of teacher networks in instructional improvement, and to provide evidence on a wide range of psychometrics associated with a newly-developed measurement system that can not only monitor but also support large-scale improvements in mathematics instruction. In a state-wide study of natural variation in mathematics instruction and teacher networks across an entire state, we examine the extent to which internal validity evidence collected on our developed measures allow for valid inferences about teaching and the extent to which these inferences have potential utility for improving mathematics teaching (consequential validity).
Sub Unit
Chair
Papers
Theorizing and Measuring Mathematics Teaching at Scale - Mary Kay Stein, University of Pittsburgh; Richard James Correnti, University of Pittsburgh; Jennifer L. Russell, University of Pittsburgh; Katelynn Kelly
Theorizing and Measuring Social Supports for Teacher Learning - Jennifer L. Russell, University of Pittsburgh; Mary Kay Stein, University of Pittsburgh; Richard James Correnti, University of Pittsburgh; Stacy Song Kehoe, University of Pittsburgh; Debra W. Moore, University of Pittsburgh
Validity Evidence for Measures: Understanding Both Construct and Consequential Validity - Richard James Correnti, University of Pittsburgh; Mary Kay Stein, University of Pittsburgh; Jennifer L. Russell, University of Pittsburgh; Debra W. Moore, University of Pittsburgh