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Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement

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  • Blazar, David

Abstract

Recent investigations into the education production function have moved beyond traditional teacher inputs, such as education, certification, and salary, focusing instead on observational measures of teaching practice. However, challenges to identification mean that this work has yet to coalesce around specific instructional dimensions that increase student achievement. I build on this discussion by exploiting within-school, between-grade, and cross-cohort variation in scores from two observation instruments; further, I condition on a uniquely rich set of teacher characteristics, practices, and skills. Findings indicate that inquiry-oriented instruction positively predicts student achievement. Content errors and imprecisions are negatively related, though these estimates are sensitive to the set of covariates included in the model. Two other dimensions of instruction, classroom emotional support and classroom organization, are not related to this outcome. Findings can inform recruitment and development efforts aimed at improving the quality of the teacher workforce.

Suggested Citation

  • Blazar, David, 2015. "Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement," Economics of Education Review, Elsevier, vol. 48(C), pages 16-29.
    • Handle: RePEc:eee:ecoedu:v:48:y:2015:i:c:p:16-29
    DOI: 10.1016/j.econedurev.2015.05.005
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    References listed on IDEAS

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    3. Ainoa Aparicio Fenoll & Sarah Zaccagni, 2021. "Gender Mix and Team Performance: Differences between Exogenously and Endogenously Formed Teams," CEBI working paper series 21-03, University of Copenhagen. Department of Economics. The Center for Economic Behavior and Inequality (CEBI).
    4. Thomas J. Kane & David Blazar & Hunter Gehlbach & Miriam Greenberg & David M. Quinn & Daniel Thal, 2020. "Can Video Technology Improve Teacher Evaluations? An Experimental Study," Education Finance and Policy, MIT Press, vol. 15(3), pages 397-427, Summer.
    5. Fenoll, Ainoa Aparicio & Moscarola, Flavia Coda & Zaccagni, Sarah, 2021. "Mathematics camps: A gift for gifted students?," Journal of Economic Behavior & Organization, Elsevier, vol. 191(C), pages 738-751.
    6. Simon Briole, 2019. "From Teacher Quality to Teaching Quality: Instructional Productivity and Teaching Practices in the US," PSE Working Papers halshs-01993616, HAL.
    7. Abd Hadi Mustaffa & Nur Zahidah Bahrudin & Siti Zaitun Saddam & Zetty Zahureen Mohd Yusoff, 2024. "Unlocking the Potential Research Directions in Effective Teaching: Insights from Bibliometric Analysis," Information Management and Business Review, AMH International, vol. 16(1), pages 216-228.
    8. Fenoll, Ainoa Aparicio & Moscarola, Flavia Coda & Zaccagni, Sarah, 2021. "Mathematics camps: A gift for gifted students?," Journal of Economic Behavior & Organization, Elsevier, vol. 191(C), pages 738-751.
    9. Goldhaber, Dan & Krieg, John & Theobald, Roddy, 2020. "Effective like me? Does having a more productive mentor improve the productivity of mentees?," Labour Economics, Elsevier, vol. 63(C).
    10. David Blazar & Matthew A. Kraft, 2015. "Teacher and Teaching Effects on Students' Academic Behaviors and Mindsets," Mathematica Policy Research Reports c1c4216bd08f408fb6bdf16a3, Mathematica Policy Research.
    11. Irina Kliziene & Grazina Taujanskiene & Aldona Augustiniene & Berita Simonaitiene & Gintautas Cibulskas, 2021. "The Impact of the Virtual Learning Platform EDUKA on the Academic Performance of Primary School Children," Sustainability, MDPI, vol. 13(4), pages 1-14, February.

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