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      The Mathematics Teacher Exchange and ‘Mastery’ in England: The Evidence for the Efficacy of Component Practices

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      Education Sciences

      MDPI AG

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          Abstract

          ‘Mastery’ is central to current policy in mathematics education in England, influenced by East Asian success in transnational assessments. We scrutinise the prospects for mastery pedagogies to improve pupil attainment in English primary schools. The Mathematics Teacher Exchange (MTE)—an element of the mastery innovation—involves teachers visiting Shanghai and then hosting Shanghai teachers in their schools. Informed by programme evaluation, core component practices are analysed, which were implemented by schools belonging to the first cohort of MTE schools. These consist of: varied and interactive teaching; meaningful and coherent mathematical activity; and full curriculum access for all. These elements are supported, optimally, by collaborative, embedded, and mathematically focused professional development. Details of the implemented pedagogy and forms of professional development are reported. Differences from prevailing practice in primary mathematics in England are highlighted. Evidence is reviewed from quasi-experimental trials, reviews and meta-analyses, and rigorous observational studies of the efficacy of practices similar to the MTE mastery pedagogy components in order to assess the prospects for increases in pupil attainment. The analysis suggests that many of the specific practices, if considered individually, have the potential to improve attainment, though overall policy ambitions may not be realised. Based on the review, component practices are identified for which existing evidence justifies immediate implementation by schools and teachers. In addition, practices that would benefit from further testing and evaluation are highlighted.

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          Most cited references 47

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          What Makes Professional Development Effective? Results From a National Sample of Teachers

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            WHY "WHAT WORKS" WON'T WORK: EVIDENCE-BASED PRACTICE AND THE DEMOCRATIC DEFICIT IN EDUCATIONAL RESEARCH

             Gert Biesta (2007)
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              How Should Research Contribute to Instructional Improvement? The Case of Lesson Study

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                Author and article information

                Journal
                Education Sciences
                Education Sciences
                MDPI AG
                2227-7102
                December 2018
                November 15 2018
                : 8
                : 4
                : 202
                Article
                10.3390/educsci8040202
                © 2018
                Product
                Self URI (article page): http://www.mdpi.com/2227-7102/8/4/202

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