Applying the Rasch rating scale model to gain insights into students' conceptualisation of quality mathematics instruction

Kelly D. Bradley, Shannon O. Sampson, Kenneth D. Royal

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

Abstract

Teacher quality has become a national policy concern in the US, especially in mathematics. This study provides insights into the conceptualisation of high quality mathematics teaching from the perspective of approximately 750 students in grades nine through twelve. Results from Rasch analysis yield information about the quality of the Mathematics Quality Survey constructed for this study and the hierarchy of items representing varying levels of quality as perceived by the students. Group interviews with teachers and open-ended responses from students are used to support the findings. This study lays the groundwork for understanding the difference between being qualified and being a quality teacher.

Original languageEnglish
Pages (from-to)11-26
Number of pages16
JournalMathematics Education Research Journal
Volume18
Issue number2
DOIs
StatePublished - 2006

ASJC Scopus subject areas

  • General Mathematics
  • Education

Fingerprint

Dive into the research topics of 'Applying the Rasch rating scale model to gain insights into students' conceptualisation of quality mathematics instruction'. Together they form a unique fingerprint.

Cite this