The Mathematics Teacher Exchange and ‘Mastery’ in England: The Evidence for the Efficacy of Component Practices
Autor: | Sean Demack, Bronwen Maxwell, Mark Boylan, Claire Wolstenholme, Timothy Jay |
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Jazyk: | angličtina |
Rok vydání: | 2018 |
Předmět: |
Public Administration
mastery Physical Therapy Sports Therapy and Rehabilitation Shanghai Education Formative assessment 0504 sociology primary Developmental and Educational Psychology Computer Science (miscellaneous) Mathematics education Curriculum mathematics comparative 05 social sciences Professional development 050401 social sciences methods 050301 education transnational Mastery learning innovation Computer Science Applications impact Observational study Comparative education Faculty development Element (criminal law) lcsh:L 0503 education professional development lcsh:Education |
Zdroj: | Education Sciences, Vol 8, Iss 4, p 202 (2018) Education Sciences Volume 8 Issue 4 |
ISSN: | 2227-7102 |
Popis: | &lsquo Mastery&rsquo is central to current policy in mathematics education in England, influenced by East Asian success in transnational assessments. We scrutinise the prospects for mastery pedagogies to improve pupil attainment in English primary schools. The Mathematics Teacher Exchange (MTE)&mdash an element of the mastery innovation&mdash involves teachers visiting Shanghai and then hosting Shanghai teachers in their schools. Informed by programme evaluation, core component practices are analysed, which were implemented by schools belonging to the first cohort of MTE schools. These consist of: varied and interactive teaching meaningful and coherent mathematical activity and full curriculum access for all. These elements are supported, optimally, by collaborative, embedded, and mathematically focused professional development. Details of the implemented pedagogy and forms of professional development are reported. Differences from prevailing practice in primary mathematics in England are highlighted. Evidence is reviewed from quasi-experimental trials, reviews and meta-analyses, and rigorous observational studies of the efficacy of practices similar to the MTE mastery pedagogy components in order to assess the prospects for increases in pupil attainment. The analysis suggests that many of the specific practices, if considered individually, have the potential to improve attainment, though overall policy ambitions may not be realised. Based on the review, component practices are identified for which existing evidence justifies immediate implementation by schools and teachers. In addition, practices that would benefit from further testing and evaluation are highlighted. |
Databáze: | OpenAIRE |
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