The Experts below are selected from a list of 331650 Experts worldwide ranked by ideXlab platform
James W Stigler - One of the best experts on this subject based on the ideXlab platform.
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measuring usable Knowledge Teachers analyses of mathematics classroom videos predict teaching quality and student learning
American Educational Research Journal, 2012Co-Authors: Nicole B Kersting, Rossella Santagata, Karen B Givvin, Belinda J Thompson, James W StiglerAbstract:This study explores the relationships between Teacher Knowledge, teaching practice, and student learning in mathematics. It extends previous work that developed and evaluated an innovative approach to assessing Teacher Knowledge based on Teachers’ analyses of classroom video clips. Teachers watched and commented on 13 fraction clips. These written analyses were coded using objective rubrics to yield a reliable and valid indicator of their usable teaching Knowledge. Previous work showed this measure to correlate with another measure of Teacher Knowledge and to predict students’ learning from the Teachers’ fraction instruction. In this study, the authors replicated those findings and further showed that the effect of Teacher Knowledge on student learning was mediated by instructional quality, measured using video observations of Teachers’ lessons.
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problem implementation as a lever for change an experimental study of the effects of a professional development program on students mathematics learning
Journal of Research on Educational Effectiveness, 2010Co-Authors: Rossella Santagata, Nicole B Kersting, Karen B Givvin, James W StiglerAbstract:Abstract This study investigates, through an experimental design, the effectiveness of a professional development program on Teacher Knowledge and practices and on student learning. The program consisted of a series of video-based modules designed to respond to needs of U.S. Teachers, as highlighted by findings from the 1999 Third International Mathematics and Science Video Study. Sixty-four 6th-grade Teachers from five low-performing inner-city schools participated in the study and were randomly assigned to treatment and control groups. Measures included fidelity of implementation, Teacher Knowledge and practice, and student mathematics learning. The program did not impact significantly Teacher Knowledge or practices as measured in the study. An effect was found on mathematics learning for students whose Teachers reached a certain level of mathematics content Knowledge. Discussion of findings includes lessons learned about conducting and studying professional development, particularly in low-performing s...
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Teachers analyses of classroom video predict student learning of mathematics further explorations of a novel measure of Teacher Knowledge
Journal of Teacher Education, 2010Co-Authors: Nicole B Kersting, Karen B Givvin, Francisco L Sotelo, James W StiglerAbstract:This study explores the relationship between Teacher Knowledge and student learning in the area of mathematics by developing and evaluating an innovative approach to assessing Teacher Knowledge. This approach is based on Teachers’ analyses of classroom video clips. Teachers watched 13 video clips of classroom instruction and then provided written comments on the interactions of the Teacher, students, and content. The quality of Teachers’ analyses, coded using an objective rubric, are shown to be reliable and valid, relating both to another widely used measure of Teacher Knowledge and to Teachers’ own students’ learning (from pre- to posttest).
Nicole B Kersting - One of the best experts on this subject based on the ideXlab platform.
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measuring usable Knowledge Teachers analyses of mathematics classroom videos predict teaching quality and student learning
American Educational Research Journal, 2012Co-Authors: Nicole B Kersting, Rossella Santagata, Karen B Givvin, Belinda J Thompson, James W StiglerAbstract:This study explores the relationships between Teacher Knowledge, teaching practice, and student learning in mathematics. It extends previous work that developed and evaluated an innovative approach to assessing Teacher Knowledge based on Teachers’ analyses of classroom video clips. Teachers watched and commented on 13 fraction clips. These written analyses were coded using objective rubrics to yield a reliable and valid indicator of their usable teaching Knowledge. Previous work showed this measure to correlate with another measure of Teacher Knowledge and to predict students’ learning from the Teachers’ fraction instruction. In this study, the authors replicated those findings and further showed that the effect of Teacher Knowledge on student learning was mediated by instructional quality, measured using video observations of Teachers’ lessons.
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problem implementation as a lever for change an experimental study of the effects of a professional development program on students mathematics learning
Journal of Research on Educational Effectiveness, 2010Co-Authors: Rossella Santagata, Nicole B Kersting, Karen B Givvin, James W StiglerAbstract:Abstract This study investigates, through an experimental design, the effectiveness of a professional development program on Teacher Knowledge and practices and on student learning. The program consisted of a series of video-based modules designed to respond to needs of U.S. Teachers, as highlighted by findings from the 1999 Third International Mathematics and Science Video Study. Sixty-four 6th-grade Teachers from five low-performing inner-city schools participated in the study and were randomly assigned to treatment and control groups. Measures included fidelity of implementation, Teacher Knowledge and practice, and student mathematics learning. The program did not impact significantly Teacher Knowledge or practices as measured in the study. An effect was found on mathematics learning for students whose Teachers reached a certain level of mathematics content Knowledge. Discussion of findings includes lessons learned about conducting and studying professional development, particularly in low-performing s...
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Teachers analyses of classroom video predict student learning of mathematics further explorations of a novel measure of Teacher Knowledge
Journal of Teacher Education, 2010Co-Authors: Nicole B Kersting, Karen B Givvin, Francisco L Sotelo, James W StiglerAbstract:This study explores the relationship between Teacher Knowledge and student learning in the area of mathematics by developing and evaluating an innovative approach to assessing Teacher Knowledge. This approach is based on Teachers’ analyses of classroom video clips. Teachers watched 13 video clips of classroom instruction and then provided written comments on the interactions of the Teacher, students, and content. The quality of Teachers’ analyses, coded using an objective rubric, are shown to be reliable and valid, relating both to another widely used measure of Teacher Knowledge and to Teachers’ own students’ learning (from pre- to posttest).
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using video clips of mathematics classroom instruction as item prompts to measure Teachers Knowledge of teaching mathematics
Educational and Psychological Measurement, 2008Co-Authors: Nicole B KerstingAbstract:Responding to the scarcity of suitable measures of Teacher Knowledge, this article reports on a novel assessment approach to measuring Teacher Knowledge of teaching mathematics. The new approach uses Teachers' ability to analyze teaching as a proxy for their teaching Knowledge. Video clips of classroom instruction, which respondents were asked to analyze in writing, were used as item prompts. Teacher responses were scored along four dimensions: mathematical content, student thinking, alternative teaching strategies, and overall quality of interpretation. A prototype assessment was developed and its reliability and validity were examined. Respondents' scores were found to be reliable. Positive, moderate correlations between Teachers' scores on the video-analysis assessment, a criterion measure of mathematical content Knowledge for teaching, and expert ratings provide initial evidence for the criterion-related validity of the video-analysis assessment. Results suggest that Teachers' ability to analyze teach...
J M Watson - One of the best experts on this subject based on the ideXlab platform.
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the nature and development of middle school mathematics Teachers Knowledge
Journal of Mathematics Teacher Education, 2012Co-Authors: Kim Beswick, Rosemary Callingham, J M WatsonAbstract:In this article, we report on the use of a Teacher profiling instrument with 62 middle school Teachers at the start of a 3-year professional learning programme. The instrument was designed to assess the aspects of Teachers’ Knowledge identified by Shulman (1987) refined by Ball et al. (2008) and extended to include Teachers’ confidence to use and teach various topics in the middle school mathematics curriculum and their beliefs about mathematics teaching and learning. Based on a hierarchical coding of items, the application of the partial credit Rasch model revealed that the profile items were measuring a single underlying construct and suggested that the various facets of Teacher Knowledge develop together. We describe the characteristics of four levels of the hierarchical construct measuring Teacher Knowledge and understanding for teaching mathematics in the middle years of schooling, and discuss the unique affordances of a holistic view of Teacher Knowledge in contrast to considerations of multiple Knowledge categories.
Karen B Givvin - One of the best experts on this subject based on the ideXlab platform.
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measuring usable Knowledge Teachers analyses of mathematics classroom videos predict teaching quality and student learning
American Educational Research Journal, 2012Co-Authors: Nicole B Kersting, Rossella Santagata, Karen B Givvin, Belinda J Thompson, James W StiglerAbstract:This study explores the relationships between Teacher Knowledge, teaching practice, and student learning in mathematics. It extends previous work that developed and evaluated an innovative approach to assessing Teacher Knowledge based on Teachers’ analyses of classroom video clips. Teachers watched and commented on 13 fraction clips. These written analyses were coded using objective rubrics to yield a reliable and valid indicator of their usable teaching Knowledge. Previous work showed this measure to correlate with another measure of Teacher Knowledge and to predict students’ learning from the Teachers’ fraction instruction. In this study, the authors replicated those findings and further showed that the effect of Teacher Knowledge on student learning was mediated by instructional quality, measured using video observations of Teachers’ lessons.
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problem implementation as a lever for change an experimental study of the effects of a professional development program on students mathematics learning
Journal of Research on Educational Effectiveness, 2010Co-Authors: Rossella Santagata, Nicole B Kersting, Karen B Givvin, James W StiglerAbstract:Abstract This study investigates, through an experimental design, the effectiveness of a professional development program on Teacher Knowledge and practices and on student learning. The program consisted of a series of video-based modules designed to respond to needs of U.S. Teachers, as highlighted by findings from the 1999 Third International Mathematics and Science Video Study. Sixty-four 6th-grade Teachers from five low-performing inner-city schools participated in the study and were randomly assigned to treatment and control groups. Measures included fidelity of implementation, Teacher Knowledge and practice, and student mathematics learning. The program did not impact significantly Teacher Knowledge or practices as measured in the study. An effect was found on mathematics learning for students whose Teachers reached a certain level of mathematics content Knowledge. Discussion of findings includes lessons learned about conducting and studying professional development, particularly in low-performing s...
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Teachers analyses of classroom video predict student learning of mathematics further explorations of a novel measure of Teacher Knowledge
Journal of Teacher Education, 2010Co-Authors: Nicole B Kersting, Karen B Givvin, Francisco L Sotelo, James W StiglerAbstract:This study explores the relationship between Teacher Knowledge and student learning in the area of mathematics by developing and evaluating an innovative approach to assessing Teacher Knowledge. This approach is based on Teachers’ analyses of classroom video clips. Teachers watched 13 video clips of classroom instruction and then provided written comments on the interactions of the Teacher, students, and content. The quality of Teachers’ analyses, coded using an objective rubric, are shown to be reliable and valid, relating both to another widely used measure of Teacher Knowledge and to Teachers’ own students’ learning (from pre- to posttest).
Sarantis Tachtsoglou - One of the best experts on this subject based on the ideXlab platform.
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Teachers professional Knowledge for teaching english as a foreign language assessing the outcomes of Teacher education
Journal of Teacher Education, 2016Co-Authors: Johannes Konig, Sandra Lammerding, Gunter Nold, Andreas Rohde, Sarah Straus, Sarantis TachtsoglouAbstract:Despite an increasing research interest in subject-specific Teacher Knowledge, the scientific understanding regarding Teachers’ professional Knowledge for teaching English as a foreign language (TEFL) is very limited. This study therefore applies standardized tests to directly assess content Knowledge (CK), pedagogical content Knowledge (PCK), and general pedagogical Knowledge (GPK) of preservice Teachers for TEFL in Germany from different programs and stages during initial Teacher education (during their master’s studies at university and at the end of their induction phase). Structural analysis provides evidence that Teacher Knowledge with respect to TEFL is a multidimensional construct and PCK is closely related to both CK and GPK. Test scores vary across preservice Teachers from different programs and stages, which adequately reflects differences in the learning opportunities they had during Teacher education.
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Teachers professional Knowledge for teaching english as a foreign language assessing the outcomes of Teacher education
Journal of Teacher Education, 2016Co-Authors: Johannes Konig, Sandra Lammerding, Gunter Nold, Andreas Rohde, Sarah Straus, Sarantis TachtsoglouAbstract:Despite an increasing research interest in subject-specific Teacher Knowledge, the scientific understanding regarding Teachers’ professional Knowledge for teaching English as a foreign language (TE...
