Search
Now showing items 11-20 of 35
Validating Arguments for Observational Instruments: Attending to Multiple Sources of Variation
(2012)
Measurement scholars have recently constructed validity arguments in support of a variety of educational assessments, including classroom observation instruments. In this article, we note that users must examine the ...
Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects?
(2016)
Given mixed findings on the association between teacher knowledge and student learning, in this study, we revert to Shulman's framework to reconsider this association by exploring both linear and curvilinear effects. Toward ...
Two negatives don't always make a positive: Exploring how limitations in teacher knowledge and the curriculum contribute to instructional qualityJournal of Curriculum Studies
(2012)
This paper examines the contribution of mathematical knowledge for teaching (MKT) and curriculum materials to the implementation of lessons on integer subtraction. In particular, it investigates the instruction of three ...
Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship
(2012)
The set of papers presented in this issue comprise a multiple-case study which attends to instructional resources-teacher knowledge and curriculum materials-to understand how they individually and jointly contribute to ...
Investigating the Knowledge Needed for Teaching Mathematics: An Exploratory Validation Study Focusing on Teaching Practices
(2016)
Central in the frameworks proposed to capture the knowledge needed for teaching mathematics is the assumption that teachers need more than pure subject-matter knowledge. Validation studies exploring this assumption by ...
The impact of school policy and stakeholders' actions on student learning: A longitudinal study
(2015)
This paper proposes a theoretical framework on how school policy can promote student learning. School policy is considered to have an indirect effect on student achievement by changing school stakeholders' actions toward ...
Teachers' concerns and efficacy beliefs about implementing a mathematics curriculum reform: Integrating two lines of inquiry
(2010)
This study brings together two lines of research on teachers' affective responses toward mathematics curriculum reforms: Their concerns and their efficacy beliefs. Using structural equation modeling to analyze data on 151 ...
Moving from the if to the how: Improving instructional quality by delineating stages of teacher effectiveness
(2014)
Models and modeling are considered integral parts of scientific literacy, reflecting educators' efforts to introduce and engage students in authentic scientific inquiry through Modeling-based Learning (MbL) approaches in ...
Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues
(2012)
This paper draws on four case studies to perform a cross-case analysis investigating the unique and joint contribution of mathematical knowledge for teaching (MKT) and curriculum materials to instructional quality. As ...
Prospective teachers' learning to provide instructional explanations: How does it look and what might it take?
(2011)
Several studies have documented prospective teachers' (PSTs) difficulties in offering instructional explanations. However, less is known about PSTs' learning to provide explanations. To address this gap, we trace changes ...