شبكة المعلومات العربية التربوية

Increased instructional time has been suggested to positively influence student achievement. However, other dimensions of teacher instruction are under-studied in the field of education. This paper applies Hierarchical Linear Modeling (HLM) to the evaluation of multi-level effects of teacher instructional practice on kindergarten children’s mathematics achievement, controlling children’s prior achievement, family’s social economic status, school sector, as well as student’s background and demographic variables. Utilizing the Early Childhood Longitudinal Study- Kindergarten Cohort (ECLS-K) data set, the study sought to understand how teacher instructional practices affect kindergarten student’s mathematics achievement by conducting a national investigation. The results of the study suggest that kindergarten can promote the variety of mathematics instructional activities as well as spend more time on instructional mathematics activities in order to improve kindergarten children’s math learning. (Published abstract)