Teacher Evaluation, Ambitious Mathematics Instruction, and Mathematical Knowledge for Teaching: Evidence from Early-Career Teachers

Autor/inn/en	Kim, Jihyun; Frank, Kenneth; Youngs, Peter; Salloum, Serena; Bieda, Kristen
Titel	Teacher Evaluation, Ambitious Mathematics Instruction, and Mathematical Knowledge for Teaching: Evidence from Early-Career Teachers
Quelle	In: Journal for Research in Mathematics Education, 53 (2022) 3, S.181-203 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Teacher Evaluation; Mathematics Instruction; Beginning Teachers; Teacher Attitudes; Knowledge Base for Teaching; Common Core State Standards; Social Influences; Educational Policy; Teaching Methods; Elementary School Teachers; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Mathematics lessons; Mathematikunterricht; Junior teacher; Junglehrer; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Common core curriculum; Curriculum; Kerncurriculum; Sozialer Einfluss; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik
Abstract	Teacher evaluation policies have been central to policy efforts to enhance teaching quality. At the same time, ambitious mathematics instruction has been emphasized by teacher education programs as well as by the Common Core State Standards. Drawing on observation and survey data from early-career teachers, this study examines how teachers' perceived pressure of teacher evaluation policies shape their ambitious mathematics instruction. We found that teachers who perceived a strong pressure of teacher evaluation on their instructional practices tended to move further away from enacting ambitious mathematics instruction. Moreover, the negative association between the pressure of teacher evaluation and ambitious instruction was stronger for teachers with a high level of mathematical knowledge for teaching. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01