Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress

In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers' con...

Celý popis

Uloženo v:

Podrobná bibliografie
Vydáno v:	American educational research journal Ročník 47; číslo 1; s. 133 - 180
Hlavní autoři:	Baumert, Jürgen, Kunter, Mareike, Blum, Werner, Brunner, Martin, Voss, Thamar, Jordan, Alexander, Klusmann, Uta, Krauss, Stefan, Neubrand, Michael, Tsai, Yi-Miau
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Los Angeles, CA SAGE Publications 01.03.2010 American Educational Research Association
Témata:	Academic Achievement Achievement Gains Classroom management Cognitive Ability Cognitive models Cognitive style Educational research Foreign Countries Germany Grade 10 Inservice Education Inservice training Instructional Effectiveness Knowledge Knowledge Base for Teaching Kognitive Entwicklung Kognitiver Prozess Learning Lehrer Lernerfolg Lernfortschritt Mathematical knowledge Mathematics Education Mathematics Teachers Mathematikunterricht Mathematische Kompetenz Pedagogical Content Knowledge Pedagogy Quality of education Schüler Secondary school students Secondary school teachers Structural Equation Models Teacher Competency Testing Teacher Education Teacher Effectiveness Teachers Teaching methods Teaching, Learning, and Human Development Germany hierarchical modeling with latent variables teacher knowledge teacher education mathematics cognitive activation instruction
ISSN:	0002-8312, 1935-1011
On-line přístup:	Získat plný text
Tagy:	Přidat tag Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!

Popis
Shrnutí:	In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers' content knowledge and pedagogical content knowledge for high-quality instruction and student progress in secondary-level mathematics. It reports findings from a 1-year study conducted in Germany with a representative sample of Grade 10 classes and their mathematics teachers. Teachers' pedagogical content knowledge was theoretically and empirically distinguishable from their content knowledge. Multilevel structural equation models revealed a substantial positive effect of pedagogical content knowledge on students' learning gains that was mediated by the provision of cognitive activation and individual learning support.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 ObjectType-Feature-1
ISSN:	0002-8312 1935-1011
DOI:	10.3102/0002831209345157