Literaturnachweis - Detailanzeige
Autor/inn/en | Callingham, Rosemary; Carmichael, Colin; Watson, Jane M. |
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Titel | Explaining Student Achievement: The Influence of Teachers' Pedagogical Content Knowledge in Statistics |
Quelle | In: International Journal of Science and Mathematics Education, 14 (2016) 7, S.1339-1357 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1571-0068 |
DOI | 10.1007/s10763-015-9653-2 |
Schlagwörter | Statistics; Mathematics Instruction; Middle School Students; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Pretests Posttests; Memory; Pedagogical Content Knowledge; Teacher Surveys; Knowledge Level; Faculty Development; Program Effectiveness Statistik; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Gedächtnis; Pädagogische Kompetenz; Wissensbasis |
Abstract | Statistics is an increasingly important component of the mathematics curriculum. "StatSmart" was a project intended to influence middle-years students' learning outcomes in statistics through the provision of appropriate professional learning opportunities and technology to teachers. Participating students in grade 5/6 to grade 9 undertook three tests, a pre-test, a post-test and a longitudinal retention test over a period of 2 years. Their teachers completed a survey that included items measuring pedagogical content knowledge (PCK) for teaching statistics. Despite the development of valid instruments to measure both student and teacher content knowledge and teachers' PCK, linking teachers' knowledge directly to students' learning outcomes has proved elusive. Multilevel modelling of results from 789 students for whom there were 3 completed tests and measures from their teachers indicated that students' outcomes were influenced positively by their initial teacher's PCK. Extended participation of teachers in the project also appeared to reduce negative effects of changing teachers. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |