Teacher Mathematical Knowledge, Instructional Quality, and Student Outcomes: A Multilevel Quantile Mediation Analysis

Autor/inn/en	Kelcey, Ben; Hill, Heather C.; Chin, Mark J.
Titel	Teacher Mathematical Knowledge, Instructional Quality, and Student Outcomes: A Multilevel Quantile Mediation Analysis
Quelle	In: School Effectiveness and School Improvement, 30 (2019) 4, S.398-431 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2019.1570944
Schlagwörter	Elementary School Teachers; Pedagogical Content Knowledge; Mathematics; Instructional Effectiveness; Outcomes of Education; Mathematics Achievement; Mathematics Instruction; Teacher Effectiveness; Error Patterns + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Mathematik; Unterrichtserfolg; Lernleistung; Schulerfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Fehlertyp
Abstract	In this study, we replicate and extend prior work that investigates the extent to which content-specific and non-content-specific measures of instruction mediate the relationships between teacher knowledge and student achievement gains. We further probe the extent to which classroom and district context moderate the individual and collective connections among the constructs. The results provide additional but qualified support for the mediating role of instruction -- there are significant correlations among knowledge, instruction, and achievement, but these correlations are heavily conflated with differences among students, classrooms, schools, and districts. We find that classroom and district contexts play significant but different roles in cultivating the connections underlying mediation -- district context influences the nature of the connections between instruction and achievement whereas classroom instructional context guides the connections between knowledge and instruction. We also find that knowledge must be proximal to the instructional domains it supports for associations to emerge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01