Mok, Sog Yee

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Sog Yee
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Mok, Sog Yee

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2021 - 20222
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Autor:in: Staub, Fritz ×

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Gerade angezeigt 1 - 2 von 2
  • Vorschaubild
    Publikation
    How do professional development programs on comparing solution methods and classroom discourse affect students' achievement in mathematics? The mediating role of students’ subject matter justifications
    (Elsevier, 2022) Mok, Sog Yee; Hämmerle, Christian S.; Rüede, Christian; Staub, Fritz [in: Learning and Instruction]
    Comparing solution methods fosters strategy flexibility in equation solving. Productive classroom discourse such as Accountable Talk (AT) orchestrated by teachers can improve students’ justifications during classroom discussions and achievement. Do students’ subject matter justifications during classroom discourse mediate the effect of teachers’ professional development (PD) programs focused on comparing and AT on students’ mathematics achievement? We investigated whether two PD programs (comparing or comparing+AT) compared to a control group increased the number of students justifications, and whether this affected mathematics achievement (strategy flexibility, procedural knowledge, and conceptual knowledge). The study (739 9th and 10th grade students in 39 classes) had an experimental pre-post control group design. Both PD programs significantly increased students justifications compared to the control group. The results of our multilevel path models showed significant small mediation effects in the comparing+AT group on procedural and conceptual knowledge. No mediation effects were found in the comparing group.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-) experimental studies
    (Elsevier, 2021) Mok, Sog Yee; Staub, Fritz [in: Teaching and Teacher Education]
    During the practicum, pre-service teachers (PSTs) practice instructional skills such as lesson planning and clarity of instruction. Different approaches to assisting PSTs with coaching, mentoring, or supervision have been developed to improve PSTs' instructional skills. We conducted a meta-analysis based on quasi-experimental and experimental studies. The results showed a small and significant overall effect of coaching, mentoring, or supervision on instructional skills (d = 0.41). Cooperating teachers' or supervisors' cognitive modeling (i.e., making cognitive processes explicit and demonstrating teaching-related practices) of lesson planning and teaching practices was a significant moderator (d = 0.90). Implications for initial teacher education are discussed.
    01A - Beitrag in wissenschaftlicher Zeitschrift