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Publisher: Springer-Verlag (Total: 2348 journals)

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Showing 1 - 200 of 2348 Journals sorted alphabetically
3D Printing in Medicine     Open Access   (Followers: 1)
3D Research     Hybrid Journal   (Followers: 21, SJR: 0.222, CiteScore: 1)
4OR: A Quarterly J. of Operations Research     Hybrid Journal   (Followers: 10, SJR: 0.825, CiteScore: 1)
AAPS J.     Hybrid Journal   (Followers: 22, SJR: 1.118, CiteScore: 4)
AAPS PharmSciTech     Hybrid Journal   (Followers: 7, SJR: 0.752, CiteScore: 3)
Abdominal Imaging     Hybrid Journal   (Followers: 15, SJR: 0.866, CiteScore: 2)
Abhandlungen aus dem Mathematischen Seminar der Universitat Hamburg     Hybrid Journal   (Followers: 4, SJR: 0.439, CiteScore: 0)
Academic Psychiatry     Full-text available via subscription   (Followers: 24, SJR: 0.53, CiteScore: 1)
Academic Questions     Hybrid Journal   (Followers: 8, SJR: 0.106, CiteScore: 0)
Accreditation and Quality Assurance: J. for Quality, Comparability and Reliability in Chemical Measurement     Hybrid Journal   (Followers: 26, SJR: 0.316, CiteScore: 1)
Acoustical Physics     Hybrid Journal   (Followers: 11, SJR: 0.359, CiteScore: 1)
Acoustics Australia     Hybrid Journal   (SJR: 0.232, CiteScore: 1)
Acta Analytica     Hybrid Journal   (Followers: 7, SJR: 0.367, CiteScore: 0)
Acta Applicandae Mathematicae     Hybrid Journal   (Followers: 1, SJR: 0.675, CiteScore: 1)
Acta Biotheoretica     Hybrid Journal   (Followers: 4, SJR: 0.284, CiteScore: 1)
Acta Diabetologica     Hybrid Journal   (Followers: 18, SJR: 1.587, CiteScore: 3)
Acta Endoscopica     Hybrid Journal   (Followers: 1)
acta ethologica     Hybrid Journal   (Followers: 4, SJR: 0.769, CiteScore: 1)
Acta Geochimica     Hybrid Journal   (Followers: 6, SJR: 0.24, CiteScore: 1)
Acta Geodaetica et Geophysica     Hybrid Journal   (Followers: 2, SJR: 0.305, CiteScore: 1)
Acta Geophysica     Hybrid Journal   (Followers: 10, SJR: 0.312, CiteScore: 1)
Acta Geotechnica     Hybrid Journal   (Followers: 7, SJR: 1.588, CiteScore: 3)
Acta Informatica     Hybrid Journal   (Followers: 5, SJR: 0.517, CiteScore: 1)
Acta Mathematica     Hybrid Journal   (Followers: 12, SJR: 7.066, CiteScore: 3)
Acta Mathematica Hungarica     Hybrid Journal   (Followers: 2, SJR: 0.452, CiteScore: 1)
Acta Mathematica Sinica, English Series     Hybrid Journal   (Followers: 6, SJR: 0.379, CiteScore: 1)
Acta Mathematica Vietnamica     Hybrid Journal   (SJR: 0.27, CiteScore: 0)
Acta Mathematicae Applicatae Sinica, English Series     Hybrid Journal   (SJR: 0.208, CiteScore: 0)
Acta Mechanica     Hybrid Journal   (Followers: 21, SJR: 1.04, CiteScore: 2)
Acta Mechanica Sinica     Hybrid Journal   (Followers: 5, SJR: 0.607, CiteScore: 2)
Acta Metallurgica Sinica (English Letters)     Hybrid Journal   (Followers: 7, SJR: 0.576, CiteScore: 2)
Acta Meteorologica Sinica     Hybrid Journal   (Followers: 3, SJR: 0.638, CiteScore: 1)
Acta Neurochirurgica     Hybrid Journal   (Followers: 6, SJR: 0.822, CiteScore: 2)
Acta Neurologica Belgica     Hybrid Journal   (Followers: 1, SJR: 0.376, CiteScore: 1)
Acta Neuropathologica     Hybrid Journal   (Followers: 5, SJR: 7.589, CiteScore: 12)
Acta Oceanologica Sinica     Hybrid Journal   (Followers: 3, SJR: 0.334, CiteScore: 1)
Acta Physiologiae Plantarum     Hybrid Journal   (Followers: 2, SJR: 0.574, CiteScore: 2)
Acta Politica     Hybrid Journal   (Followers: 14, SJR: 0.605, CiteScore: 1)
Activitas Nervosa Superior     Hybrid Journal   (SJR: 0.147, CiteScore: 0)
adhäsion KLEBEN & DICHTEN     Hybrid Journal   (Followers: 7, SJR: 0.103, CiteScore: 0)
ADHD Attention Deficit and Hyperactivity Disorders     Hybrid Journal   (Followers: 23, SJR: 0.72, CiteScore: 2)
Adhesion Adhesives & Sealants     Hybrid Journal   (Followers: 9)
Administration and Policy in Mental Health and Mental Health Services Research     Partially Free   (Followers: 16, SJR: 1.005, CiteScore: 2)
Adsorption     Hybrid Journal   (Followers: 4, SJR: 0.703, CiteScore: 2)
Advances in Applied Clifford Algebras     Hybrid Journal   (Followers: 4, SJR: 0.698, CiteScore: 1)
Advances in Atmospheric Sciences     Hybrid Journal   (Followers: 37, SJR: 0.956, CiteScore: 2)
Advances in Computational Mathematics     Hybrid Journal   (Followers: 19, SJR: 0.812, CiteScore: 1)
Advances in Contraception     Hybrid Journal   (Followers: 3)
Advances in Data Analysis and Classification     Hybrid Journal   (Followers: 52, SJR: 1.09, CiteScore: 1)
Advances in Gerontology     Partially Free   (Followers: 8, SJR: 0.144, CiteScore: 0)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 28, SJR: 1.64, CiteScore: 2)
Advances in Manufacturing     Hybrid Journal   (Followers: 3, SJR: 0.475, CiteScore: 2)
Advances in Polymer Science     Hybrid Journal   (Followers: 44, SJR: 1.04, CiteScore: 3)
Advances in Therapy     Hybrid Journal   (Followers: 5, SJR: 1.075, CiteScore: 3)
Aegean Review of the Law of the Sea and Maritime Law     Hybrid Journal   (Followers: 6)
Aequationes Mathematicae     Hybrid Journal   (Followers: 2, SJR: 0.517, CiteScore: 1)
Aerobiologia     Hybrid Journal   (Followers: 3, SJR: 0.673, CiteScore: 2)
Aesthetic Plastic Surgery     Hybrid Journal   (Followers: 9, SJR: 0.825, CiteScore: 1)
African Archaeological Review     Hybrid Journal   (Followers: 16, SJR: 0.862, CiteScore: 1)
Afrika Matematika     Hybrid Journal   (Followers: 1, SJR: 0.235, CiteScore: 0)
AGE     Hybrid Journal   (Followers: 7)
Ageing Intl.     Hybrid Journal   (Followers: 7, SJR: 0.39, CiteScore: 1)
Aggiornamenti CIO     Hybrid Journal   (Followers: 1)
Aging Clinical and Experimental Research     Hybrid Journal   (Followers: 3, SJR: 0.67, CiteScore: 2)
Agricultural Research     Hybrid Journal   (Followers: 5, SJR: 0.276, CiteScore: 1)
Agriculture and Human Values     Hybrid Journal   (Followers: 14, SJR: 1.173, CiteScore: 3)
Agroforestry Systems     Hybrid Journal   (Followers: 20, SJR: 0.663, CiteScore: 1)
Agronomy for Sustainable Development     Hybrid Journal   (Followers: 12, SJR: 1.864, CiteScore: 6)
AI & Society     Hybrid Journal   (Followers: 8, SJR: 0.227, CiteScore: 1)
AIDS and Behavior     Hybrid Journal   (Followers: 14, SJR: 1.792, CiteScore: 3)
Air Quality, Atmosphere & Health     Hybrid Journal   (Followers: 4, SJR: 0.862, CiteScore: 3)
Akupunktur & Aurikulomedizin     Full-text available via subscription   (Followers: 1)
Algebra and Logic     Hybrid Journal   (Followers: 6, SJR: 0.531, CiteScore: 0)
Algebra Universalis     Hybrid Journal   (Followers: 2, SJR: 0.583, CiteScore: 1)
Algebras and Representation Theory     Hybrid Journal   (Followers: 1, SJR: 1.095, CiteScore: 1)
Algorithmica     Hybrid Journal   (Followers: 9, SJR: 0.56, CiteScore: 1)
Allergo J.     Full-text available via subscription   (Followers: 1, SJR: 0.234, CiteScore: 0)
Allergo J. Intl.     Hybrid Journal   (Followers: 2)
Alpine Botany     Hybrid Journal   (Followers: 5, SJR: 1.11, CiteScore: 3)
ALTEX : Alternatives to Animal Experimentation     Open Access   (Followers: 3)
AMBIO     Hybrid Journal   (Followers: 10, SJR: 1.569, CiteScore: 4)
American J. of Cardiovascular Drugs     Hybrid Journal   (Followers: 16, SJR: 0.951, CiteScore: 3)
American J. of Community Psychology     Hybrid Journal   (Followers: 28, SJR: 1.329, CiteScore: 2)
American J. of Criminal Justice     Hybrid Journal   (Followers: 7, SJR: 0.772, CiteScore: 1)
American J. of Cultural Sociology     Hybrid Journal   (Followers: 16, SJR: 0.46, CiteScore: 1)
American J. of Dance Therapy     Hybrid Journal   (Followers: 4, SJR: 0.181, CiteScore: 0)
American J. of Potato Research     Hybrid Journal   (Followers: 2, SJR: 0.611, CiteScore: 1)
American J. of Psychoanalysis     Hybrid Journal   (Followers: 21, SJR: 0.314, CiteScore: 0)
American Sociologist     Hybrid Journal   (Followers: 12, SJR: 0.35, CiteScore: 0)
Amino Acids     Hybrid Journal   (Followers: 8, SJR: 1.135, CiteScore: 3)
AMS Review     Partially Free   (Followers: 4)
Analog Integrated Circuits and Signal Processing     Hybrid Journal   (Followers: 7, SJR: 0.211, CiteScore: 1)
Analysis and Mathematical Physics     Hybrid Journal   (Followers: 5, SJR: 0.536, CiteScore: 1)
Analysis in Theory and Applications     Hybrid Journal   (Followers: 1)
Analysis of Verbal Behavior     Hybrid Journal   (Followers: 5)
Analytical and Bioanalytical Chemistry     Hybrid Journal   (Followers: 32, SJR: 0.978, CiteScore: 3)
Anatomical Science Intl.     Hybrid Journal   (Followers: 2, SJR: 0.367, CiteScore: 1)
Angewandte Schmerztherapie und Palliativmedizin     Hybrid Journal  
Angiogenesis     Hybrid Journal   (Followers: 3, SJR: 2.177, CiteScore: 5)
Animal Cognition     Hybrid Journal   (Followers: 19, SJR: 1.389, CiteScore: 3)
Annales françaises de médecine d'urgence     Hybrid Journal   (Followers: 1, SJR: 0.192, CiteScore: 0)
Annales Henri Poincaré     Hybrid Journal   (Followers: 3, SJR: 1.097, CiteScore: 2)
Annales mathématiques du Québec     Hybrid Journal   (Followers: 4, SJR: 0.438, CiteScore: 0)
Annali dell'Universita di Ferrara     Hybrid Journal   (SJR: 0.429, CiteScore: 0)
Annali di Matematica Pura ed Applicata     Hybrid Journal   (Followers: 1, SJR: 1.197, CiteScore: 1)
Annals of Biomedical Engineering     Hybrid Journal   (Followers: 18, SJR: 1.042, CiteScore: 3)
Annals of Combinatorics     Hybrid Journal   (Followers: 4, SJR: 0.932, CiteScore: 1)
Annals of Data Science     Hybrid Journal   (Followers: 12)
Annals of Dyslexia     Hybrid Journal   (Followers: 10, SJR: 0.85, CiteScore: 2)
Annals of Finance     Hybrid Journal   (Followers: 30, SJR: 0.579, CiteScore: 1)
Annals of Forest Science     Hybrid Journal   (Followers: 7, SJR: 0.986, CiteScore: 2)
Annals of Global Analysis and Geometry     Hybrid Journal   (Followers: 1, SJR: 1.228, CiteScore: 1)
Annals of Hematology     Hybrid Journal   (Followers: 15, SJR: 1.043, CiteScore: 2)
Annals of Mathematics and Artificial Intelligence     Hybrid Journal   (Followers: 12, SJR: 0.413, CiteScore: 1)
Annals of Microbiology     Hybrid Journal   (Followers: 11, SJR: 0.479, CiteScore: 2)
Annals of Nuclear Medicine     Hybrid Journal   (Followers: 4, SJR: 0.687, CiteScore: 2)
Annals of Operations Research     Hybrid Journal   (Followers: 10, SJR: 0.943, CiteScore: 2)
Annals of Ophthalmology     Hybrid Journal   (Followers: 11)
Annals of Regional Science     Hybrid Journal   (Followers: 7, SJR: 0.614, CiteScore: 1)
Annals of Software Engineering     Hybrid Journal   (Followers: 13)
Annals of Solid and Structural Mechanics     Hybrid Journal   (Followers: 9, SJR: 0.239, CiteScore: 1)
Annals of Surgical Oncology     Hybrid Journal   (Followers: 13, SJR: 1.986, CiteScore: 4)
Annals of Telecommunications     Hybrid Journal   (Followers: 9, SJR: 0.223, CiteScore: 1)
Annals of the Institute of Statistical Mathematics     Hybrid Journal   (Followers: 1, SJR: 1.495, CiteScore: 1)
Antonie van Leeuwenhoek     Hybrid Journal   (Followers: 5, SJR: 0.834, CiteScore: 2)
Apidologie     Hybrid Journal   (Followers: 4, SJR: 1.22, CiteScore: 3)
APOPTOSIS     Hybrid Journal   (Followers: 8, SJR: 1.424, CiteScore: 4)
Applicable Algebra in Engineering, Communication and Computing     Hybrid Journal   (Followers: 2, SJR: 0.294, CiteScore: 1)
Applications of Mathematics     Hybrid Journal   (Followers: 2, SJR: 0.602, CiteScore: 1)
Applied Biochemistry and Biotechnology     Hybrid Journal   (Followers: 43, SJR: 0.571, CiteScore: 2)
Applied Biochemistry and Microbiology     Hybrid Journal   (Followers: 17, SJR: 0.21, CiteScore: 1)
Applied Cancer Research     Open Access  
Applied Categorical Structures     Hybrid Journal   (Followers: 2, SJR: 0.49, CiteScore: 0)
Applied Composite Materials     Hybrid Journal   (Followers: 49, SJR: 0.58, CiteScore: 2)
Applied Entomology and Zoology     Partially Free   (Followers: 4, SJR: 0.422, CiteScore: 1)
Applied Geomatics     Hybrid Journal   (Followers: 3, SJR: 0.733, CiteScore: 3)
Applied Geophysics     Hybrid Journal   (Followers: 8, SJR: 0.488, CiteScore: 1)
Applied Intelligence     Hybrid Journal   (Followers: 12, SJR: 0.6, CiteScore: 2)
Applied Magnetic Resonance     Hybrid Journal   (Followers: 4, SJR: 0.319, CiteScore: 1)
Applied Mathematics & Optimization     Hybrid Journal   (Followers: 6, SJR: 0.886, CiteScore: 1)
Applied Mathematics - A J. of Chinese Universities     Hybrid Journal   (SJR: 0.17, CiteScore: 0)
Applied Mathematics and Mechanics     Hybrid Journal   (Followers: 5, SJR: 0.461, CiteScore: 1)
Applied Microbiology and Biotechnology     Hybrid Journal   (Followers: 64, SJR: 1.182, CiteScore: 4)
Applied Physics A     Hybrid Journal   (Followers: 9, SJR: 0.481, CiteScore: 2)
Applied Physics B: Lasers and Optics     Hybrid Journal   (Followers: 24, SJR: 0.74, CiteScore: 2)
Applied Psychophysiology and Biofeedback     Hybrid Journal   (Followers: 8, SJR: 0.519, CiteScore: 2)
Applied Research in Quality of Life     Hybrid Journal   (Followers: 12, SJR: 0.316, CiteScore: 1)
Applied Solar Energy     Hybrid Journal   (Followers: 18, SJR: 0.225, CiteScore: 0)
Applied Spatial Analysis and Policy     Hybrid Journal   (Followers: 5, SJR: 0.542, CiteScore: 1)
Aquaculture Intl.     Hybrid Journal   (Followers: 23, SJR: 0.591, CiteScore: 2)
Aquarium Sciences and Conservation     Hybrid Journal   (Followers: 1)
Aquatic Ecology     Hybrid Journal   (Followers: 34, SJR: 0.656, CiteScore: 2)
Aquatic Geochemistry     Hybrid Journal   (Followers: 4, SJR: 0.591, CiteScore: 1)
Aquatic Sciences     Hybrid Journal   (Followers: 13, SJR: 1.109, CiteScore: 3)
Arabian J. for Science and Engineering     Hybrid Journal   (Followers: 5, SJR: 0.303, CiteScore: 1)
Arabian J. of Geosciences     Hybrid Journal   (Followers: 2, SJR: 0.319, CiteScore: 1)
Archaeological and Anthropological Sciences     Hybrid Journal   (Followers: 20, SJR: 1.052, CiteScore: 2)
Archaeologies     Hybrid Journal   (Followers: 12, SJR: 0.224, CiteScore: 0)
Archiv der Mathematik     Hybrid Journal   (Followers: 1, SJR: 0.725, CiteScore: 1)
Archival Science     Hybrid Journal   (Followers: 60, SJR: 0.745, CiteScore: 2)
Archive for History of Exact Sciences     Hybrid Journal   (Followers: 7, SJR: 0.186, CiteScore: 1)
Archive for Mathematical Logic     Hybrid Journal   (Followers: 3, SJR: 0.909, CiteScore: 1)
Archive for Rational Mechanics and Analysis     Hybrid Journal   (SJR: 3.93, CiteScore: 3)
Archive of Applied Mechanics     Hybrid Journal   (Followers: 5, SJR: 0.79, CiteScore: 2)
Archives and Museum Informatics     Hybrid Journal   (Followers: 143, SJR: 0.101, CiteScore: 0)
Archives of Computational Methods in Engineering     Hybrid Journal   (Followers: 5, SJR: 1.41, CiteScore: 5)
Archives of Dermatological Research     Hybrid Journal   (Followers: 7, SJR: 1.006, CiteScore: 2)
Archives of Environmental Contamination and Toxicology     Hybrid Journal   (Followers: 14, SJR: 0.773, CiteScore: 2)
Archives of Gynecology and Obstetrics     Hybrid Journal   (Followers: 16, SJR: 0.956, CiteScore: 2)
Archives of Microbiology     Hybrid Journal   (Followers: 8, SJR: 0.644, CiteScore: 2)
Archives of Orthopaedic and Trauma Surgery     Hybrid Journal   (Followers: 8, SJR: 1.146, CiteScore: 2)
Archives of Osteoporosis     Hybrid Journal   (Followers: 2, SJR: 0.71, CiteScore: 2)
Archives of Sexual Behavior     Hybrid Journal   (Followers: 10, SJR: 1.493, CiteScore: 3)
Archives of Toxicology     Hybrid Journal   (Followers: 17, SJR: 1.541, CiteScore: 5)
Archives of Virology     Hybrid Journal   (Followers: 5, SJR: 0.973, CiteScore: 2)
Archives of Women's Mental Health     Hybrid Journal   (Followers: 14, SJR: 1.274, CiteScore: 3)
Archivio di Ortopedia e Reumatologia     Hybrid Journal  
Archivum Immunologiae et Therapiae Experimentalis     Hybrid Journal   (Followers: 2, SJR: 0.946, CiteScore: 3)
ArgoSpine News & J.     Hybrid Journal  
Argumentation     Hybrid Journal   (Followers: 5, SJR: 0.349, CiteScore: 1)
Arid Ecosystems     Hybrid Journal   (Followers: 2, SJR: 0.2, CiteScore: 0)
Arkiv för Matematik     Hybrid Journal   (Followers: 1, SJR: 0.766, CiteScore: 1)
Arnold Mathematical J.     Hybrid Journal   (Followers: 1, SJR: 0.355, CiteScore: 0)
Arthropod-Plant Interactions     Hybrid Journal   (Followers: 2, SJR: 0.839, CiteScore: 2)
Arthroskopie     Hybrid Journal   (Followers: 1, SJR: 0.131, CiteScore: 0)
Artificial Intelligence and Law     Hybrid Journal   (Followers: 11, SJR: 0.937, CiteScore: 2)
Artificial Intelligence Review     Hybrid Journal   (Followers: 14, SJR: 0.833, CiteScore: 4)
Artificial Life and Robotics     Hybrid Journal   (Followers: 9, SJR: 0.226, CiteScore: 0)
Asia Europe J.     Hybrid Journal   (Followers: 5, SJR: 0.504, CiteScore: 1)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12, SJR: 0.479, CiteScore: 1)
Asia Pacific J. of Management     Hybrid Journal   (Followers: 16, SJR: 1.185, CiteScore: 2)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 12, SJR: 0.353, CiteScore: 1)
Asia-Pacific Financial Markets     Hybrid Journal   (Followers: 2, SJR: 0.187, CiteScore: 0)
Asia-Pacific J. of Atmospheric Sciences     Hybrid Journal   (Followers: 19, SJR: 0.855, CiteScore: 1)
Asian Business & Management     Hybrid Journal   (Followers: 9, SJR: 0.378, CiteScore: 1)
Asian J. of Business Ethics     Hybrid Journal   (Followers: 9)
Asian J. of Criminology     Hybrid Journal   (Followers: 5, SJR: 0.543, CiteScore: 1)
AStA Advances in Statistical Analysis     Hybrid Journal   (Followers: 3, SJR: 0.548, CiteScore: 1)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5, SJR: 0.183, CiteScore: 0)
ästhetische dermatologie & kosmetologie     Full-text available via subscription  

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Journal Cover
ZDM
Journal Prestige (SJR): 0.781
Citation Impact (citeScore): 1
Number of Followers: 0  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1863-9704 - ISSN (Online) 1863-9690
Published by Springer-Verlag Homepage  [2348 journals]
  • Studying mathematics instruction through different lenses: setting the
           ground for understanding instructional quality more comprehensively
    • Authors: Charalambos Y. Charalambous; Anna-Katharina Praetorius
      Pages: 355 - 366
      Abstract: Researchers from different fields have developed different observational instruments to capture instructional quality with a focus on generic versus content-specific dimensions or a combination of both. As this work is fast accumulating, the need to explore synergies and complementarities among existing work on instruction and its quality becomes imperative, given the complexity of instruction and the increasing realization that different frameworks illuminate certain instructional aspects but leave others less visible. This special issue makes a step toward exploring such synergies and complementarities, drawing on the analysis of the same 3 elementary-school lessons by 11 groups using 12 different frameworks. The purpose of the current paper is to provide an up-to-date overview of prior attempts made to work at the intersection of different observational frameworks. The paper also serves as the reference point for the other papers included in the special issue, by defining the goals and research questions driving the explorations presented in each paper, outlining the criteria for selecting the frameworks included in the special issue, describing the sampling approaches for the selected lessons, presenting the content of these lessons, and providing an overview of the structure of each paper.
      PubDate: 2018-06-01
      DOI: 10.1007/s11858-018-0914-8
      Issue No: Vol. 50, No. 3 (2018)
       
  • Understanding Instructional Quality Through a Relational Lens
    • Authors: Rebekah Berlin; Julie Cohen
      Pages: 367 - 379
      Abstract: In this paper, we analyze mathematics lessons using the Classroom Assessment Scoring System (CLASS), a standardized observation protocol that suggests that high-quality lessons are distinguished by the tenor and frequency of classroom interactions. Because the CLASS focuses on interactions, rather than the specifics of content teaching, it can be used across content areas from language arts to mathematics. While many previous studies have used CLASS as a measure of instructional quality, to date, no work has examined the affordances and constraints of using the content-agnostic CLASS to examine instructional quality in mathematics lessons. Our close qualitative analysis of three lessons highlights the importance of including practices that cut across content areas in measurement of instructional quality in mathematics classrooms. In addition, this paper is the first to highlight aspects of instruction in mathematics classrooms that are obscured by the CLASS. Discussion highlights how a relational lens foregrounds particular instructional aspects and marginalizes others.
      PubDate: 2018-06-01
      DOI: 10.1007/s11858-018-0940-6
      Issue No: Vol. 50, No. 3 (2018)
       
  • Using educational effectiveness research to promote quality of teaching:
           the contribution of the dynamic model
    • Authors: Leonidas Kyriakides; Bert P. M. Creemers; Anastasia Panayiotou
      Pages: 381 - 393
      Abstract: The dynamic model of educational effectiveness refers to eight factors that describe teachers’ instructional role. A multidimensional framework for measuring both quantitative and qualitative characteristics of teaching factors is also proposed. Empirical support for the validity of the model has been provided, which revealed that the teaching factors can be grouped into five stages situated in developmental order. In this study, for the first time, a qualitative methodology is used to provide an in-depth analysis of three video-lessons through the perspective of the five stages of effective teaching. Thus, we present how each stage is defined and use the cases of the three video-lessons to justify the rationale for these stages and help readers see how observational data are used to identify individual improvement priorities and provide differentiated feedback, even to teachers allocated to the same stage. Finally, based on the qualitative analysis of the three case-studies, strengths and limitations of the dynamic model to evaluate quality of teaching for formative reasons are identified.
      PubDate: 2018-06-01
      DOI: 10.1007/s11858-018-0919-3
      Issue No: Vol. 50, No. 3 (2018)
       
  • Assessing individual lessons using a generic teacher observation
           instrument: how useful is the International System for Teacher Observation
           and Feedback (ISTOF)'
    • Authors: Daniel Muijs; David Reynolds; Pamela Sammons; Leonidas Kyriakides; Bert P. M. Creemers; Charles Teddlie
      Pages: 395 - 406
      Abstract: Teacher effectiveness, which impacts student attainment even when controlling for student characteristics, is of key importance as a factor in educational effectiveness and improvement. Improving the quality of teaching is thus the primary means by which we can enhance student learning outcomes. Thus there has long been great interest in the development of classroom observation measures in the field of educational effectiveness research (EER). The International System for Teacher Observation and Feedback (ISTOF) is a unique instrument in the field, as it was developed by a team from 20 countries using an iterative Delphi process to ensure cross-cultural relevance and validity. While previous studies have looked at psychometric properties of the instrument, they have not interrogated the extent to which ISTOF is useful for evaluating individual lessons and providing feedback to teachers. In this study, we observed three grade 4 mathematics lessons taken from the NCTE video library at Harvard University for this purpose. Findings show that ISTOF can provide a highly differentiated and fine-grained picture of individual lessons, but that the strengths of the generic approach in terms of breadth are to an extent counterbalanced by limitations such as the lack of attention to content richness.
      PubDate: 2018-06-01
      DOI: 10.1007/s11858-018-0921-9
      Issue No: Vol. 50, No. 3 (2018)
       
  • Generic dimensions of teaching quality: the German framework of Three
           Basic Dimensions
    • Authors: Anna-Katharina Praetorius; Eckhard Klieme; Benjamin Herbert; Petra Pinger
      Pages: 407 - 426
      Abstract: In this paper, we argue that classroom management, student support, and cognitive activation are generic aspects of classroom teaching, forming Three Basic Dimensions of teaching quality. The conceptual framework was developed in research on mathematics instruction but it is supposed to generalize across subjects. It is based on general theories of schooling and teaching as well as established theories and research traditions from educational psychology. Although used frequently in German-speaking countries, no comprehensive overview of the theoretical foundation as well as the existing evidence regarding the framework, including its strengths and weaknesses, exists so far. The present paper therefore presents first an overview of the theoretical rationale of the framework. Second, it gives an overview of differences and commonalities in the operationalizations of the Three Basic Dimensions in different studies, including a comprehensive set of sub-dimensions. Third, evidence on the reliability and validity of the dimensions is reviewed, with good results for reliability and mixed results for predictive validity. Fourth, an analysis of three mathematics lessons using observer ratings illustrates how the framework of the Three Basic Dimensions can be used for investigating instructional quality. Finally, strengths and limitations of the framework for capturing instructional quality are discussed and we elaborate on the framework’s potential for further development.
      PubDate: 2018-06-01
      DOI: 10.1007/s11858-018-0918-4
      Issue No: Vol. 50, No. 3 (2018)
       
  • The Instructional Quality Assessment as a tool for reflecting on
           instructional practice
    • Authors: Melissa D. Boston; Amber G. Candela
      Pages: 427 - 444
      Abstract: The Instructional Quality Assessment (IQA) identifies the nature and quality of classroom instruction by considering students’ opportunities to engage in cognitively demanding mathematical work and discussions. The IQA assesses ambitious mathematics instruction based on the following dimensions: potential of the task, task implementation, rigor of the discussion, teacher’s questions, and accountable talk (e.g., teacher’s and students’ talk moves related to linking and press). The IQA rubrics have been tested for reliability and validity by the IQA team and external researchers. The IQA has previously been used in research to assess ambitious mathematics instruction. Through looking at three episodes of classroom instruction, this article will highlight how the IQA can go beyond assessing instruction and serve as a tool to enhance instruction by providing formative feedback to mathematics teachers targeted towards planning and implementing cognitively demanding tasks. While the IQA’s specific focus on assessing ambitious mathematics instruction may limit its applicability in research, when used as a professional learning tool, the IQA rubrics can provide explicit pointers to frame teachers’ learning, self-reflection, and instructional change.
      PubDate: 2018-06-01
      DOI: 10.1007/s11858-018-0916-6
      Issue No: Vol. 50, No. 3 (2018)
       
  • Studying instructional quality by using a content-specific lens: the case
           of the Mathematical Quality of Instruction framework
    • Authors: Charalambos Y. Charalambous; Erica Litke
      Pages: 445 - 460
      Abstract: In this study, we use Mathematical Quality of Instruction (MQI), a content-specific observation framework, to examine the mathematical quality of instruction of three focal lessons in order to examine the instructional aspects illuminated by this framework as well as discuss those aspects not captured by MQI. While prior work provides evidence on the validity and reliability of the MQI measures, no prior work systematically explores the strengths and limitations of MQI in capturing instructional quality. Our analysis points to the affordances of MQI for highlighting differences within lessons across instructional dimensions related to the mathematics of the lesson, as well as for comparing across lessons with respect to the depth and quality of the mathematics instruction provided to students. We discuss how the depth of information provided by MQI may guide instructional improvement efforts. In addition, we explore three categories of instructional aspects not highlighted when examining instruction through the lens of MQI, addressing areas in which MQI in particular, and observation instruments in general, might be limited in their capacity to support teachers in instructional improvement efforts.
      PubDate: 2018-06-01
      DOI: 10.1007/s11858-018-0913-9
      Issue No: Vol. 50, No. 3 (2018)
       
  • Subject-specific characteristics of instructional quality in mathematics
           education
    • Authors: Lena Schlesinger; Armin Jentsch; Gabriele Kaiser; Johannes König; Sigrid Blömeke
      Pages: 475 - 490
      Abstract: Instructional research in German-speaking countries has conceptualized teaching quality recently according to three generic dimensions, namely, classroom management, student support and cognitive activation. However, as these dimensions are mainly regarded as generic, subject-specific aspects of mathematics instruction, e.g., the mathematical depth of argumentation or the adequacy of concept introductions, are not covered in depth. Therefore, a new instrument for the analysis of instructional quality was developed, which extended this three-dimensional framework by relevant subject-specific aspects of instructional quality. In this paper, the newly developed observational protocol is applied to three videotaped mathematics lessons from the NCTE video library of Harvard University to explore strengths and weaknesses of this instrument, and to examine in more detail how the instrument works in practice. Therefore, we used a mixed-methods design to extend the quantitative observer ratings, which enable high inference, by methods from qualitative content analysis. The results suggest the conclusion that the framework differentiates well between the lessons under a subject-specific perspective.
      PubDate: 2018-06-01
      DOI: 10.1007/s11858-018-0917-5
      Issue No: Vol. 50, No. 3 (2018)
       
  • Video analyses for research and professional development: the teaching for
           robust understanding (TRU) framework
    • Authors: Alan H. Schoenfeld
      Pages: 491 - 506
      Abstract: This paper provides an overview of the teaching for robust understanding (TRU) Framework, its origins, and its evolving use. The core assertion underlying the TRU Framework is that there are five dimensions of activities along which a classroom must do well, if students are to emerge from that classroom being knowledgeable and resourceful disciplinary thinkers and problem solvers. The main focus of TRU is not on what the teacher does, but on the opportunities the environment affords students for deep engagement with mathematical content. This paper’s use of the TRU framework to highlight salient aspects of three classroom videos affords a compare-and-contrast with other analytic frameworks, highlighting the importance of both the focus on student experience and the mathematics-specific character of the analysis. This is also the first paper on the framework that introduces a family of TRU-related tools for purposes of professional development.
      PubDate: 2018-06-01
      DOI: 10.1007/s11858-017-0908-y
      Issue No: Vol. 50, No. 3 (2018)
       
  • Using the UTeach Observation Protocol (UTOP) to understand the quality of
           mathematics instruction
    • Authors: Candace Walkington; Michael Marder
      Pages: 507 - 519
      Abstract: The UTeach Observation Protocol (UTOP) was designed to inform STEM teacher education. The instrument has been used in prior studies examining inter-rater reliability and relationships to teacher value-added scores. However, prior work has not shown examples of how rating with the UTOP works in practice nor has it discussed the instrument’s strengths and limitations. Here, we describe how the UTOP draws upon theories and practices heavily emphasized in teacher preparation—including deep student engagement, classroom management, STEM content fluency, lesson structuring, and innovative instructional models. We then present the ratings of three sample elementary mathematics lessons on the UTOP. We show how the UTOP reveals important aspects of teachers’ instruction, and discuss key strengths and weaknesses of the instrument. We find that the UTOP provides a broad view of instructional practice useful for informing systemic professional development, while also addressing content-specific teaching behaviors critical to STEM teaching. However, it may be cumbersome to consider so many teaching indicators simultaneously, and less emphasis is given to theory-driven indicators of the development of mathematical reasoning. This article provides a novel theoretical, empirical, and practical base of knowledge for using or making decisions about whether to use the UTOP for math classroom observations.
      PubDate: 2018-06-01
      DOI: 10.1007/s11858-018-0923-7
      Issue No: Vol. 50, No. 3 (2018)
       
  • Going beyond structured observations: looking at classroom practice
           through a mixed method lens
    • Authors: Ariel Lindorff; Pam Sammons
      Pages: 521 - 534
      Abstract: In this paper, we extend a mixed method (MM) approach to lesson observation and analysis used in previous research in England, combining multiple structured observation instruments and qualitative field notes, to provide a framework for studying three videotaped lessons from 3rd-grade US mathematics classrooms. Two structured observation schedules are employed, one subject-specific and research-oriented and the other generic and inspection-oriented. Both instruments were previously developed based on evidence from the teacher effectiveness research (TER) knowledge base. Qualitative field notes, in addition to structured observation schedules, provide detailed narratives for each lesson video. Separate findings from each instrument and approach are presented, followed by an integrated analysis and synthesis of results. Although previous studies used similar methods to analyze teaching practice within broader research designs incorporating additional methods and perspectives (e.g. teacher interviews, pupil assessments, pupil questionnaires), this paper explicitly examines the strengths and limitations of the multi-instrument, mixed method approach to lesson observation. Using multiple observation instruments allows for triangulation as well as consideration of complementary foci (i.e. a content-specific instrument measures fine-grained aspects of practice not emphasized in a more generic instrument, and vice versa). Field notes facilitate rich descriptions and more thorough contextualization and illumination of teaching practice than structured observation ratings alone. Further, the MM approach allows for consideration of lesson features beyond those established in TER literature as sufficient to characterize ‘effective’ practice.
      PubDate: 2018-06-01
      DOI: 10.1007/s11858-018-0915-7
      Issue No: Vol. 50, No. 3 (2018)
       
  • Classroom observation frameworks for studying instructional quality:
           looking back and looking forward
    • Authors: Anna-Katharina Praetorius; Charalambos Y. Charalambous
      Pages: 535 - 553
      Abstract: Observation-based frameworks of instructional quality differ largely in the approach and the purposes of their development, their theoretical underpinnings, the instructional aspects covered, their operationalization and measurement, as well as the existing evidence on reliability and validity. The current paper summarizes and reflects on these differences by considering the 12 frameworks included in this special issue. By comparing the analysis of three focal mathematics lessons through the lens of each framework as presented in the preceding papers, this paper also examines the similarities, differences, and potential complementarities of these frameworks to describe and evaluate mathematics instruction. To do so, a common structure for comparing all frameworks is suggested and applied to the analyses of the three selected lessons. The paper concludes that although significant work has been pursued over the past years in exploring instructional quality through classroom observation frameworks, the field would benefit from establishing agreed-upon standards for understanding and studying instructional quality, as well as from more collaborative work.
      PubDate: 2018-06-01
      DOI: 10.1007/s11858-018-0946-0
      Issue No: Vol. 50, No. 3 (2018)
       
  • Learners’ use of domain-specific computer-based feedback to overcome
           logical circularity in deductive proving in geometry
    • Authors: Taro Fujita; Keith Jones; Mikio Miyazaki
      Abstract: Much remains under-researched in how learners make use of domain-specific feedback. In this paper, we report on how learners’ can be supported to overcome logical circularity during their proof construction processes, and how feedback supports the processes. We present an analysis of three selected episodes from five learners who were using a web-based proof learning support system. Through this analysis we illustrate the various errors they made, including using circular reasoning, which were related to their understanding of hypothetical syllogism as an element of the structure of mathematical proof. We found that, by using the computer-based feedback and, for some, teacher intervention, the learners started considering possible combinations of assumptions and conclusion, and began realising when their proof fell into logical circularity. Our findings raise important issues about the nature and role of computer-based feedback such as how feedback is used by learners, and the importance of teacher intervention in computer-based learning environments.
      PubDate: 2018-06-05
      DOI: 10.1007/s11858-018-0950-4
       
  • The Brazilian mathematics textbook assessments
    • Authors: João Bosco Pitombeira de Carvalho
      Abstract: This paper briefly reviews Brazilian textbook policies during the twentieth century, and pays careful attention to its latest development, PNLD—Programa Nacional do Livro Didático (National Textbook Program) and its textbook assessments, which selects textbooks that are freely distributed by the Ministry of Education (MEC) to students of public elementary, middle and high schools. We focus on the mathematics textbook assessments, describing their evolution and commenting on some of their accomplishments and problems. The first assessment was carried out for the 1997 school year and retained basically its initial formulation, with changes and improvements, til the assessment for the 2018 school year. As of now, the program is undergoing substantial changes which are briefly discussed and which worry many educators. This assessment was responsible for a definite improvement of mathematics textbooks for elementary, middle and high schools in Brazil. It constitutes a good example of a successful program, coordinated by competent persons from mathematics education, schools of education and mathematics departments of good universities, at first without political interference, and strongly backed by powerful officials in MEC. In the last few years, pressures from publishers and conservative groups have undermined the assessments, with possibly serious consequences.
      PubDate: 2018-05-31
      DOI: 10.1007/s11858-018-0949-x
       
  • Combining and integrating formative and summative assessment in
           mathematics teacher education
    • Authors: Nils Frederik Buchholtz; Nadine Krosanke; Anna B. Orschulik; Katrin Vorhölter
      Abstract: Contrary to the opinion that formative and summative assessment approaches are not compatible, this article presents a theoretically grounded way in which different forms of assessment can be combined and integrated in university mathematics teacher education. Two mixed-assessment approaches are demonstrated through the analysis of a case study involving a practice-based seminar accompanying a school internship. First, a formative eportfolio assessment was combined with a summative panel survey to assess the learning opportunities of mathematics pre-service teachers. Second, the formative eportfolio approach was integrated with a summative oral course examination to make statements about the learning processes and learning outcomes of the pre-service teachers. Our analyses conclude that combining and integrating the two forms of assessment present the possibility of evaluating different aspects of the pre-service teachers’ perceptions of opportunities to learn. Benefits, validation aspects and limitations of the two approaches of combining and integrating assessment forms are discussed.
      PubDate: 2018-05-29
      DOI: 10.1007/s11858-018-0948-y
       
  • Reaping the benefits of assessment for learning: achievement, identity,
           and equity
    • Authors: Margaret Heritage; Caroline Wylie
      Abstract: In many parts of the world, there is an increased demand for effectiveness and equity in education and for the development of students who see themselves as lifelong learners to meet economic and social challenges. Assessment for learning (AfL) can play a significant role in achieving these three demands. The purpose of AfL is to inform learning, not to measure it or sum it up; it is assessment that focuses on learning as it is taking place, not at the end of a sequence of learning; and it is intended to move learning forward from its current status. There is ample evidence that when effectively implemented AfL can improve learning for all students. However, less attention has been paid to the impact of AfL on the development of students’ mathematical identities and to supporting equity goals. This paper uses a practice-based example to illustrate the benefits of AfL to student learning, to students’ identities as doers of mathematics and to equity in the classroom. Consideration is also given to the particular case of English learners to illustrate how effective AfL practices can also support both language and concept development.
      PubDate: 2018-05-28
      DOI: 10.1007/s11858-018-0943-3
       
  • Mathematics textbook development for primary grades and its teachers in
           Mozambique
    • Authors: Jan Draisma
      Abstract: This is an analysis of the author’s involvement since 1970 in textbook development for primary schools and adult education in Mozambique, focusing on integrating local cultural traditions, covering the period up to 2013. As main example, addition of the type 8 + 5 = 13 is used around the question of whether textbooks (and curricula) advocate counting strategies and/or computation strategies. Different visualisations of these strategies in textbooks and corresponding manipulatives are analysed. During the 1990s, local languages started to be used in adult education, apart from Portuguese, Mozambique’s official language. Unschooled adults showed the importance of verbal computation in Mozambican languages—Bantu languages—most of which use also the auxiliary base five, apart from the base-ten numerals. The 2003 curriculum for primary education introduced the possibility of using local languages, and NGO’s started translating textbooks into 16 Mozambican languages. The paper includes an analysis of some of these textbooks and concludes with the author’s ideas in his teacher’s guides on teaching mathematics in Mozambican languages, showing the opportunities of verbal computation, exploring base-five numerals supported by finger gestures, instead of finger counting.
      PubDate: 2018-05-25
      DOI: 10.1007/s11858-018-0941-5
       
  • Perception of student errors under time limitation: are teachers faster
           than mathematicians or students'
    • Authors: Lena Pankow; Gabriele Kaiser; Johannes König; Sigrid Blömeke
      Abstract: The ability to offer constructive feedback to students concerning their errors is an indispensable requirement for mathematics teachers, for the purpose of providing cognitively challenging learning opportunities. However, if they are to react adequately, teachers need to identify student errors immediately. The fast perception of student errors can therefore be described as an indispensable part of mathematics teachers’ professional competence. Data on this facet of teacher competence were gathered as part of a national follow-up-study of the IEA’s international TEDS-M (Teacher Education and Development Study in Mathematics) that used a time-limited test to measure teachers’ perception of student errors. This paper aims to provide evidence for the validity of the test interpretation of fast student-error perception as an indicator of professional competence by drawing on contrast groups already used in other studies. Overall, the study could support the validity of the test interpretation because the chosen contrast groups were found to perform either better than the tested teachers—as is the case for the contrast group of mathematicians—or more poorly, as is the case for the group of students. Furthermore, the present study shows that the competence facet of fast student error perception is closer to the domain of teachers’ mathematical content knowledge than it is to the domain of teachers’ mathematics pedagogical content knowledge.
      PubDate: 2018-05-19
      DOI: 10.1007/s11858-018-0945-1
       
  • Computer-based assessment of mathematics into the twenty-first century:
           pressures and tensions
    • Authors: Kees Hoogland; Dave Tout
      Abstract: In recent decades, technology has influenced various aspects of assessment in mathematics education: (1) supporting the assessment of higher-order thinking skills in mathematics, (2) representing authentic problems from the world around us to use and apply mathematical knowledge and skills, and (3) making the delivery of tests and the analysis of results through psychometric analysis more sophisticated. We argue that these developments are not pushing mathematics education in the same direction, however, which creates tensions. Mathematics education—so essential for educating young people to be creative and problem solving agents in the twenty-first century—is at risk of focusing too much on assessment of lower order goals, such as the reproduction of procedural, calculation based, knowledge and skills. While there is an availability of an increasing amount of sophisticated technology, the related advances in measurement, creation and delivery of automated assessments of mathematics are however being based on sequences of atomised test items. In this article several aspects of the use of technology in the assessment of mathematics education are exemplified and discussed, including in relation to the aforementioned tension. A way forward is suggested by the introduction of a framework for the categorisation of mathematical problem situations with an increasing sophistication of representing the problem situation using various aspects of technology. The framework could be used to reflect on and discuss mathematical assessment tasks, especially in relation to twenty-first century skills.
      PubDate: 2018-05-17
      DOI: 10.1007/s11858-018-0944-2
       
  • Utilizing the M-Scan to measure standards-based mathematics teaching
           practices: affordances and limitations
    • Authors: Temple A. Walkowiak; Robert Q. Berry; Holly H. Pinter; Erik D. Jacobson
      Abstract: The Mathematics Scan (M-Scan), a content-specific observational measure, was utilized to examine the extent to which standards-based mathematics teaching practices were present in three focal lessons. While previous studies have provided evidence of validity of the inferences drawn from M-Scan data, no prior work has investigated the affordances and limitations of the M-Scan in capturing standards-based mathematics teaching. We organize the affordances and limitations into three categories: the operationalization of the M-Scan, the organization of the M-Scan, and the M-Scan within the larger ecology of instruction. Our analysis indicates the M-Scan differentiates among lessons in their use of standards-based mathematics teaching practices by operationalizing the M-Scan dimensions at the lesson level, sometimes at the expense of capturing the peaks and valleys within a single lesson. Simultaneously, the analysis revealed how the application of the rubrics may be impacted by lesson transcripts. We discuss the theoretical organization of the M-Scan and its implications for researchers and practitioners applying the rubrics. Finally, we point to the affordances and limitations of the M-Scan within the larger ecology of instruction by considering curricular issues and two dimensions of instruction not highlighted by the M-Scan.
      PubDate: 2018-04-05
      DOI: 10.1007/s11858-018-0931-7
       
 
 
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