International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Exploring Relationships Among Responsibilities of Mathematics Coaches and Specialists and Student Achievement
APA
In-text citation: (Harbour et al., 2021)
Reference: Harbour, K. E., Saclarides, E. S., Adelson, J. L., & Karp, K. S. (2021). Exploring Relationships Among Responsibilities of Mathematics Coaches and Specialists and Student Achievement. International Electronic Journal of Mathematics Education, 16(2), em0640. https://doi.org/10.29333/iejme/10907
AMA
In-text citation: (1), (2), (3), etc.
Reference: Harbour KE, Saclarides ES, Adelson JL, Karp KS. Exploring Relationships Among Responsibilities of Mathematics Coaches and Specialists and Student Achievement. INT ELECT J MATH ED. 2021;16(2), em0640. https://doi.org/10.29333/iejme/10907
Chicago
In-text citation: (Harbour et al., 2021)
Reference: Harbour, Kristin E., Evthokia S. Saclarides, Jill L. Adelson, and Karen S. Karp. "Exploring Relationships Among Responsibilities of Mathematics Coaches and Specialists and Student Achievement". International Electronic Journal of Mathematics Education 2021 16 no. 2 (2021): em0640. https://doi.org/10.29333/iejme/10907
Harvard
In-text citation: (Harbour et al., 2021)
Reference: Harbour, K. E., Saclarides, E. S., Adelson, J. L., and Karp, K. S. (2021). Exploring Relationships Among Responsibilities of Mathematics Coaches and Specialists and Student Achievement. International Electronic Journal of Mathematics Education, 16(2), em0640. https://doi.org/10.29333/iejme/10907
MLA
In-text citation: (Harbour et al., 2021)
Reference: Harbour, Kristin E. et al. "Exploring Relationships Among Responsibilities of Mathematics Coaches and Specialists and Student Achievement". International Electronic Journal of Mathematics Education, vol. 16, no. 2, 2021, em0640. https://doi.org/10.29333/iejme/10907
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Harbour KE, Saclarides ES, Adelson JL, Karp KS. Exploring Relationships Among Responsibilities of Mathematics Coaches and Specialists and Student Achievement. INT ELECT J MATH ED. 2021;16(2):em0640. https://doi.org/10.29333/iejme/10907

Abstract

In this study, we used hierarchical linear modeling to examine restricted-use 2011 National Assessment of Educational Progress (NAEP) data to explore relationships between principal-reported time spent on the different NAEP responsibilities of mathematics coaches and specialists (MCSs) and the achievement scores of approximately 37,400 fourth-grade students in 1,500 U.S. elementary schools. The model included adjustments for composite covariates, control variables, and sampling weights. Significant relationships between principal-reported time spent on six different NAEP-defined responsibilities provided by full-time MCSs and fourth-grade students’ mathematics achievement were observed, including relationships between achievement and MCSs assisting both teachers and students. Implications for the effective use of MCSs in schools and suggestions for future research are discussed.

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