Teachers' Mathematics Knowledge for Teaching and School Context : A Study of California Teachers

Autor/inn/en	Hill, Heather C.; Lubienski, Sarah Theule
Titel	Teachers' Mathematics Knowledge for Teaching and School Context : A Study of California Teachers
Quelle	In: Educational Policy, 21 (2007) 5, S.747-768 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904807307061
Schlagwörter	Mathematics Education; Pedagogical Content Knowledge; Multiple Choice Tests; Knowledge Base for Teaching; Hispanic American Students; Low Income; Educational Policy; Teacher Role; National Competency Tests; Teacher Education; Mathematics Achievement; California + Suchen Sie Ihr Suchwort? Mathematische Bildung; Pädagogische Kompetenz; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Teaching theory; Theory of teaching; Unterrichtstheorie; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Niedriglohn; Politics of education; Bildungspolitik; Lehrerrolle; Lehrerausbildung; Lehrerbildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kalifornien
Abstract	This article examines the relationship between the mathematical knowledge of 438 K-8 California teachers and the demographics of the schools in which they work. To measure mathematical knowledge, we used a series of multiple-choice problems meant to represent both the content teachers teach and the specialized knowledge of mathematics that teachers might possess. Teachers in schools with higher proportions of low-SES and Hispanic students performed more poorly on these measures than did teachers from other schools. Implications for policy and for further research are discussed. (Contains 5 tables, 4 figures and 2 notes.) [The research reported in this article was supported in part by the National Science Foundation's Interagency Educational Research Initiative to the University of Michigan, the National Science Foundation's Research on Learning and Education, and by the University of California Office of the President.] (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10