The Distribution of Pedagogical Content Knowledge in Cambodia: Gaps and Thresholds in Math Achievement

Autor/in	Ngo, Federick J.
Titel	The Distribution of Pedagogical Content Knowledge in Cambodia: Gaps and Thresholds in Math Achievement
Quelle	In: Educational Research for Policy and Practice, 12 (2013) 2, S.81-100 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-012-9133-1
Schlagwörter	Academic Achievement; Teacher Effectiveness; Foreign Countries; Cambodians; Mathematics Education; Least Squares Statistics; Grade 3; Pedagogical Content Knowledge; Mathematics Teachers; Correlation; Surveys; Elementary School Teachers; Elementary School Students; High Achievement; Regression (Statistics); Socioeconomic Status + Suchen Sie Ihr Suchwort? Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Kambodschanisch; Mathematische Bildung; School year 03; 3. Schuljahr; Schuljahr 03; Pädagogische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Korrelation; Survey; Umfrage; Befragung; Elementary school; Grundschule; Volksschule; Regression; Regressionsanalyse; Socio-economic status; Sozioökonomischer Status
Abstract	Increasing teacher quality is a major objective of recent Cambodian education policy. In mathematics education literature, pedagogical content knowledge (PCK) has emerged as a critical component of teacher quality that is strongly linked to student achievement. In this study I use data from a large survey of Cambodian schools to investigate the effect of math teachers' PCK on third grade student achievement. I use ordinary least squares and Quantile Regression analyses to examine this aspect of teacher quality. I find that pedagogical knowledge is a strong predictor of student math achievement in Cambodia in comparison to other student, school, and background variables, but that the effect is concentrated among higher achieving students. Quantile Regression with this dataset also exposes gaps and thresholds in achievement associated with other explanatory variables. In addition, I investigate the proportional distribution of teacher PCK in Cambodia and find that lower quality teachers are more likely to be teaching lower achieving students of lower socioeconomic status. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10