Resources for Teaching: Examining Personal and Institutional Predictors of High-Quality Instruction

Autor/inn/en	Hill, Heather C.; Blazar, David; Lynch, Kathleen
Titel	Resources for Teaching: Examining Personal and Institutional Predictors of High-Quality Instruction
Quelle	In: AERA Open, 1 (2015) 4, (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Predictor Variables; Educational Quality; Teacher Competencies; Knowledge Base for Teaching; Mathematics Instruction; Elementary School Mathematics; Elementary School Teachers; Grade 4; Grade 5; Teacher Characteristics; Educational Attainment; Classroom Environment; Institutional Characteristics; Student Characteristics + Suchen Sie Ihr Suchwort? Prädiktor; Quality of education; Bildungsqualität; Lehrkunst; Teaching theory; Theory of teaching; Unterrichtstheorie; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Bildungsabschluss; Bildungsgut; Klassenklima; Unterrichtsklima
Abstract	Policymakers and researchers have for many years advocated disparate approaches to ensuring teachers deliver high-quality instruction, including requiring that teachers complete specific training requirements, possess a minimum level of content knowledge, and use curriculum materials and professional development resources available from schools and districts. In this paper, we investigate the extent to which these factors, which we conceptualize as resources for teaching, predict instructional quality in upper elementary mathematics classrooms. Results show that teachers' mathematical knowledge and their district context explained a moderate share of the variation in mathematics-specific teaching dimensions; other factors, such as teacher experience, preparation, non-instructional work hours, and measures of the school environment, explained very little variation in any dimension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01