Colleen M. Eddy

An Item Response Theory Analysis of the Mathematics Teaching Efficacy Beliefs Instrument

The mathematics teaching efficacy beliefs of preservice elementary teachers have been the subject of several studies. A widely used measure in these studies is the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI). The present study provides a detailed analysis of the psychometric properties of the MTEBI using Bayesian item response theory. We discuss local dependence between item pairs, psychometric quality of the items, validity of the scoring procedure, and measurement accuracy for teachers with different efficacy levels. Our findings suggest that in its present form, the test reliability of the MTEBI may not be as high as assumed to date. The scale, wording, and placement of the items need revision. Moreover, additional items need to be constructed to measure below average levels of efficacy more accurately. Ordering the items according to difficulty, we describe the structure of mathematics teaching efficacy beliefs and draw some implications for mathematics teacher educators.

Statistical applications in two leading educational administration journals

Purpose – The purpose of this study was to review research published by Journal of Educational Administration (JEA) and the Educational Administration Quarterly (EAQ) over the past ten years to examine the type of research reported and to determine if confidence intervals and effect sizes were being reported as recommended by the American Psychological Association (APA) Publication Manual.Design/methodology/approach – The authors examined 95 volumes of the identified journals over the most recent ten‐year timeframe. Each empirical study was coded for decisions made during the analysis and information reported. A total of 473 journal articles were examined and included in the study. Descriptive measures were employed to provide insight into the use and frequency of reported confidence intervals, effect sizes, and the type of research that is currently published.Findings – The results indicated that effect size was being reported in the majority of quantitative studies with limited interpretation. In contra...

Unifying the Algebra for All Movement.

There exists an increased focus on school mathematics, especially first-year algebra, due to recent efforts for all students to be college and career ready. In addition, there are calls, policies, and legislation advocating for all students to study algebra epitomized by four rationales of the Algebra for All movement. In light of this movement, there must be a clear consensus about what is taught in the name of algebra. Yet, researchers documented this is not the case. The present research proposes to unify the leading algebra standards and assessment framework documents to identify the key ideas of algebra. The analysis resulted in six key ideas: (a) Variables, (b) Functions, (c) Patterns, (d) Modeling, (e) Technology, and (f) Multiple Representations. Outlined is the research process and resulting unification of existing algebra framework documents, and consideration is given for its uses in educational policy regarding algebra and potential directions for future research.

Walking the Talk: Lessons Learned by University Mathematics Methods Instructors Implementing Lesson Study for Their Own Professional Development

Seven university professors participated in lesson study of their own mathematics methods teaching. They presented a research lesson four times in elementary mathematics methods classes and a fifth time as a public research lesson at a national mathematics education conference. The lesson focused on the use of invented strategies in elementary mathematics instruction. The project demonstrated that lesson study is a powerful tool for mathematics teacher educator professional development, supporting the premise that mathematics instruction is a problem to solve rather than a set of teaching techniques to implement.

An observation protocol of short-cycle formative assessment in the mathematics classroom

ABSTRACT The AssessToday observation protocol was created to measure teachers’ use of short-cycle formative assessment through observation of teachers in a single instructional period. This classroom observation instrument utilized seven dimensions: learning target, question quality, nature of questioning, self-evaluation, observation of student affect, instructional adjustment, and evidence of learning. Each dimension is rated using one of four proficiency levels that are based on mastery. The purpose of the study was to examine the construct validity of the classroom observation protocol for middle and secondary mathematics teachers. Evidence is provided for content validity, criterion-based and interrater reliability, and exploratory factor analysis. Implications for using the instrument for research and practice in professional development and improvement of individual teacher use of short-cycle formative assessment are discussed.

Examining Mathematics Teacher Content Knowledge: Policy and Practice

This study examines mathematics teacher content knowledge in terms of state and national policymaker recommendations, college coursework and the Mathematics Texas Examination of Educator Standards (TExES) score. Results indicate differences between state and national policy recommendations and college degrees in mathematics. A statistically significant negative relationship between college coursework and the test domains was found for Algebra (p = −.456), Geometry (p = −.442), Probability and Statistics (p = −.421), and Discrete Mathematics (p = −.674). Although teacher candidates completed many mathematics courses, the fail rate for the Mathematics TExES was a quarter of teachers. Policymakers are asked to consider the validity for contents test which align poorly with college degrees in mathematics.