Said, Lara; (2013) An examination of the pupil, classroom and school characteristics influencing the progress outcomes of young Maltese pupils for mathematics. Doctoral thesis , UNSPECIFIED.

Preview

Text __d6_Shared$_SUPP_Library_User Services_Circulation_Inter-Library Loans_IOE ETHOS_ETHOS digitised by ILL_SAID, L.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial Share Alike. Download (4MB) | Preview

Abstract

The current study examines the pupil, classroom and school level characteristics that influence the attainment and the progress outcomes of young Maltese pupils for mathematics. A sample of 1,628 Maltese pupils were tested at age 5 (Year 1) and at age 6 (Year 2) on the National Foundation for Educational Research Maths 5 and Maths 6 tests. Associated with the matched sample of pupils are 89 Year 2 teachers and 37 primary school head teachers. Various instruments were administered to collate data about the pupil, the classroom and the school level characteristics likely to explain differences in pupil attainment (age 6) and pupil progress. The administered instruments include: the Mathematics Enhancement Classroom Observation Record (MECORS), a parent/guardian questionnaire, a teacher questionnaire, a head teacher questionnaire and a field note sheet. Results from multilevel analyses reveal that the prior attainment of pupils (age 5), pupil ability, learning support, curriculum coverage, teacher beliefs, teacher behaviours and head teacher age are predictors of pupil attainment (age 6) and/or pupil progress. Residual scores from multilevel analyses also reveal that primary schools in Malta are differentially effective. Of the 37 participating schools, eight are effective, 22 are average and seven are ineffective for mathematics. Also, in eight schools, withinschool variations in teaching quality, amongst teachers in Year 2 classrooms, were also elicited. Illustrations of practice in six differentially effective schools compared and contrasted the strategies implemented by Maltese primary school head teachers and Year 2 teachers. A discussion of the main findings as well as recommendations for future studies and the development of local educational policy conclude the current study.

Download activity - last month

Export as CSVJSONXML

Download activity - last 12 months

Export as XMLJSONCSV

Downloads by country - last 12 months

Export as CSVJSONXML

Archive Staff Only

View Item