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This research study will look at the importance of teachers using particular instructional strategies and their impact on student learning, within a low achieving high poverty mathematics classroom. Dr. Deborah Ball, the dean of the School of Education at the University of Michigan, uses the term "high-leverage practices". This term is defined as "those practices at the heart of the work of teaching that are most likely to affect student learning" (Ball, 2010/2011). The study would include looking at these terms used for these practices, and reviewing the effectiveness of these practices. In looking at the ways teachers instruct their classroom, the study will review the literature on the professional development of preservice and inservice teachers in learning these strategies. The study will examine the emphasis made during the professional development of teachers on the connection between instructional practices and student learning. This research may result in teachers being encouraged to use these research based methods in their classrooms. The achievement gap will be considered as part of this research study.Bibliography:Ball, D. L. (2010/ 2011). Teaching skillful teaching. The Effective Educator, 68(4), 40-45.
Patricia M. Hart
Primary Advisor's Department
Stander Symposium poster
Yacovoni, Erin M., "Research exercise: Highly Effective Teaching Strategies That Impact Low Achieving Mathematics Classrooms" (2012). Stander Symposium Posters. 182.