The development of case studies to evaluate the usefulness of teaching interactions in one-to-one teaching of early number
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Description
This research paper reports on phase two of an Australian study that examined video-recorded intensive one-to-one teaching interactions with 6–7-year-old students who were in their second year of schooling and identified by the their class teacher as low attaining in early number. The two-phased study from which this paper emerges was originally conducted in 1998 as part of my Bachelor of Teaching Honours (Research) program at Southern Cross University Lismore, New South Wales. That study identified teaching interactions particularly suited to one-to-one teaching in the Maths Recovery Program, a program designed for these students who were at risk of failure in early number. A great deal has not changed since that time with limited literature available that comprehensively reports on teaching interactions in intensive one-to-one settings. Revisiting the original study is considered timely because of the increasing number of withdrawal and intensive programs now funded and adopted by schools and yet, rarely reported on in terms of the effectiveness of the teaching interactions that occur in such settings. This paper then builds on from the first research paper, The identification of teaching interactions used in one-to-one teaching of number in the early years of schooling to present a series of case studies of teaching interactions that were identified as positively influencing intensive one-to-one teaching and learning settings.
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ID Code: | 221309 | ||
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Item Type: | Contribution to Journal (Journal Article) | ||
Refereed: | Yes | ||
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Measurements or Duration: | 17 pages | ||
Keywords: | early years of schooling, low mathematics achievement, mathematics education, mathematics intervention, one-to-one teaching | ||
DOI: | 10.1080/2331186X.2016.1184364 | ||
ISSN: | 2331-186X | ||
Pure ID: | 33045790 | ||
Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Current > Schools > School of Teacher Education & Leadership |
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Copyright Owner: | Consult author(s) regarding copyright matters | ||
Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||
Deposited On: | 06 Nov 2021 15:10 | ||
Last Modified: | 02 Mar 2024 02:04 |
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