دورية أكاديمية
Investigating the Interaction between Teacher Mathematics Content Knowledge and Curriculum on Instructional Behaviors and Student Achievement
| العنوان: | Investigating the Interaction between Teacher Mathematics Content Knowledge and Curriculum on Instructional Behaviors and Student Achievement |
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| اللغة: | English |
| المؤلفون: | Sutherland, Marah, Clarke, Ben, Kosty, Derek B., Baker, Scott K., Doabler, Christian T., Smolkowski, Keith, Fien, Hank, Goode, Joanna |
| المصدر: | Elementary School Journal. Dec 2022 123(2):292-317. |
| الإتاحة: | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.eduTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 26 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| الواصفات: | Mathematics Education, Mathematics Curriculum, Pedagogical Content Knowledge, Teacher Behavior, Teaching Methods, Mathematics Achievement, Kindergarten, Elementary School Teachers |
| DOI: | 10.1086/721877 |
| تدمد: | 0013-5984 1554-8279 |
| مستخلص: | Policy efforts in mathematics have focused on increasing teachers' mathematics content knowledge (MCK), with the goal of increasing teacher quality and in turn increasing student mathematics learning. An alternative approach to increasing student mathematics achievement is to investigate curricula that can be effectively used by teachers with a range of MCK. Drawing from a large-scale study of kindergarten students (n = 2,598) and their teachers (n = 130), the current study investigated the interaction between teacher MCK and curriculum (Early Learning in Mathematics core kindergarten curriculum vs. business-as-usual curricula) on (a) instructional behaviors and (b) student mathematics achievement gains. Results indicated differential significant interactions across instructional behaviors and a small but negative effect of teacher MCK on student mathematics achievement gains. Implications for future research, policy, and practice are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الانضمام: | EJ1357951 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0013-5984 1554-8279 |
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| DOI: | 10.1086/721877 |