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...

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Vydané v:	American educational research journal Ročník 47; číslo 1; s. 133 - 180
Hlavní autori:	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:	English
Vydavateľské údaje:	Los Angeles, CA SAGE Publications 01.03.2010 American Educational Research Association
Predmet:	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
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