Geoffrey Phelps

TL;DR: In this paper, the authors developed a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge and applied it to the problem of teaching.

TL;DR: This paper found that teachers' mathematical knowledge plays an important role in their teaching of this subject matter and that there is a significant, strong, and positive association between levels of mathematical knowledge and the mathematical quality of instruction.

TL;DR: In this paper, the authors presented results from a project to develop survey measures of the content knowledge teachers need to teach elementary reading, and found that content knowledge for teaching reading included multiple dimensions, defined both by topic and by how teachers use knowledge in teaching practice.

TL;DR: The authors examined the impact of teacher professional development on a key aspect of teacher quality, namely teacher knowledge, using English Language Arts teacher content and pedagogy assessments to determine whether the California Professional Development Institutes significantly improve teacher content knowledge and whether teachers retain that knowledge six months after the institutes are completed.

TL;DR: The current research on teacher knowledge and teacher accountability falls short on information about what teacher knowledge base could guide preparation and accountability of the teachers as discussed by the authors. But, the current research focuses on teacher education, not teacher accountability.