Connections between Teachers' Knowledge of Students, Instruction, and Achievement Outcomes

Autor/inn/en	Hill, Heather C.; Chin, Mark
Titel	Connections between Teachers' Knowledge of Students, Instruction, and Achievement Outcomes
Quelle	In: American Educational Research Journal, 55 (2018) 5, S.1076-1112 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Chin, Mark) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218769614
Schlagwörter	Elementary School Teachers; Knowledge Base for Teaching; Teacher Effectiveness; Mathematics Teachers; Mathematics Tests; Scores; Mathematics Instruction; Outcomes of Education; Accuracy; Mathematics Achievement; Teacher Attitudes; Predictor Variables + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathematics; Mathematik; Mathematics lessons; Mathematikunterricht; Lernleistung; Schulerfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrerverhalten; Prädiktor
Abstract	Both scholars and professional standards identify teachers' knowledge of students as important to promoting effective instruction and student learning. Prior research investigates two such types of knowledge: knowledge of student thinking and teacher accuracy in predicting student performance on cognitive assessments. However, the field presents weak evidence regarding whether these constructs are amenable to accurate measurement and whether such knowledge relates to instruction and student outcomes. Without this evidence, it is difficult to assess the relevance of this form of teacher knowledge. In this article, evidence from 284 teachers suggests that accuracy can be adequately measured and relates to instruction and student outcomes. Knowledge of student misconceptions proved more difficult to measure, yet still predicted student outcomes in one model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01