Document Type
Article
Journal/Book Title/Conference
Middle School Journal
Author ORCID Identifier
Tye G. Campbell https://orcid.org/0000-0001-7827-8430
Volume
56
Issue
3
Publisher
Taylor & Francis Inc.
Publication Date
4-16-2025
Journal Article Version
Accepted Manuscript
First Page
1
Last Page
23
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Abstract
While there is much literature devoted to mathematics teaching practices, most research does not consider the perspectives of effective teachers in high-poverty schools. This study offers unprecedented access into the teaching practices of the most effective middle school teachers who teach in high-poverty schools. By accessing a state-wide database of thousands of teachers in Utah (USA), we identified middle school teachers whose students consistently showed high growth on standardized assessments compared to other teachers in Utah and taught in high-poverty schools. Our analysis identified seven teachers. We invited these teachers to participate in interviews regarding their teaching practices, and all seven teachers agreed to participate. Using thematic analysis, we constructed several themes that were common across the effective teachers. Our findings both agree and contradict current guiding principles on equitable teaching practices. The findings provide useful tools for teachers in high-poverty schools and motivate continued dialogue on equitable teaching practices.
Recommended Citation
Campbell, T. G., & Green, J. (2025). Effective mathematics instruction in high-poverty middle schools: What are the “best” teachers doing? Middle School Journal, 56(3), 9–24. https://doi.org/10.1080/00940771.2025.2472592