Curriculum Coverage and Classroom Grouping as Explanations of between Teacher Differences in Pupils' Mathematics Progress.

Plewis, Ian

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Peer reviewed

ERIC Number: EJ572873

Record Type: Journal

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1380-3611

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Curriculum Coverage and Classroom Grouping as Explanations of between Teacher Differences in Pupils' Mathematics Progress.

Plewis, Ian

Educational Research and Evaluation (An International Journal on Theory and Practice), v4 n2 p97-107 Jun 1998

Examines the between-teacher differences in students' mathematics progress in two studies in London (England), one involving 776 Year 1 students and the other involving 22 schools and 28 teachers. The more of the mathematics curriculum teachers covered, the greater the progress made by students. (SLD)

Descriptors: Course Content, Elementary Education, Elementary School Curriculum, Elementary School Teachers, Foreign Countries, Grouping (Instructional Purposes), Individual Differences, Mathematics Achievement, Mathematics Instruction, Teacher Characteristics

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: United Kingdom (England)

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