Journal ArticleDOI
Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning
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TLDR
In this paper, a multi-year study of over 200 fourth and fifth grade US teachers revealed that teacher knowledge positively predicts student achievement gains. But, empirical findings on the distinguishability of these two knowledge components, and their relationship with student outcomes, are mixed.Abstract:
During the last three decades, scholars have proposed several conceptual structures to represent teacher knowledge. A common denominator in this work is the assumption that disciplinary knowledge and the knowledge needed for teaching are distinct. However, empirical findings on the distinguishability of these two knowledge components, and their relationship with student outcomes, are mixed. In this replication and extension study, we explore these issues, drawing on evidence from a multi-year study of over 200 fourth- and fifth-grade US teachers. Exploratory and confirmatory factor analyses of these data suggested a single dimension for teacher knowledge. Value-added models predicting student test outcomes on both state tests and a test with cognitively challenging tasks revealed that teacher knowledge positively predicts student achievement gains. We consider the implications of these findings for teacher selection and education.read more
Citations
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Standards for educational and psychological testing
Alija Kulenović,Vesna Buško +1 more
TL;DR: For example, Standardi pružaju okvir koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima.
Journal ArticleDOI
Teacher mathematical knowledge, instructional quality, and student outcomes: a multilevel quantile mediation analysis
TL;DR: This paper investigated the extent to which content-specific and non-content-specific measures of instruction mediate the relationships between teacher k-means and learner k-level knowledge.
Journal ArticleDOI
Is content knowledge pre-requisite of pedagogical content knowledge? An empirical investigation
TL;DR: This paper analyzed data from a paper-and-pencil survey gauging primary schoolteachers' content knowledge and pedagogical content knowledge (PCK) on fractions and found that CK could be considered a pre-requisite of PCK.
Journal ArticleDOI
Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills
TL;DR: The authors found that teachers' content-specific expertise for teaching mathematics is multidimensional, with content knowledge (with two distinct components), pedagogical content knowledge, and content specific noticing skills are separate components of teachers' expertise for teach mathematics.
Journal ArticleDOI
Pre-service mathematics teachers’ professional modeling competencies: a comparative study between Germany, Mainland China, and Hong Kong
TL;DR: In this paper, the authors compared pre-service mathematics teachers' professional mathematical modeling competencies in three different regions (Germany, Mainland China, and Hong Kong) where educational and cultural traditions differ, including the role of mathematical modeling.
References
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Cutoff criteria for fit indexes in covariance structure analysis : Conventional criteria versus new alternatives
Li-tze Hu,Peter M. Bentler +1 more
TL;DR: In this article, the adequacy of the conventional cutoff criteria and several new alternatives for various fit indexes used to evaluate model fit in practice were examined, and the results suggest that, for the ML method, a cutoff value close to.95 for TLI, BL89, CFI, RNI, and G...
Book
Principles and Practice of Structural Equation Modeling
TL;DR: The book aims to provide the skills necessary to begin to use SEM in research and to interpret and critique the use of method by others.
Journal ArticleDOI
Those Who Understand: Knowledge Growth in Teaching
TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.
CONOCIMIENTO Y ENSEÑANZA: FUNDAMENTOS DE LA NUEVA REFORMA 1 Knowledge and Teaching: Foundations of the New Reform
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teachi ng reform on an idea of teaching that emphasizes comprension and reasoning, transformation and reflection, and argues that this emphasis is justified by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past.
Journal ArticleDOI
Knowledge and Teaching: Foundations of the New Reform
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes,...