Mathematical Knowledge of Middle School Teachers: Implications for the No Child Left Behind Policy Initiative

Autor/in	Hill, Heather C.
Titel	Mathematical Knowledge of Middle School Teachers: Implications for the No Child Left Behind Policy Initiative
Quelle	In: Educational Evaluation and Policy Analysis, 29 (2007) 2, S.95-114 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373707301711
Schlagwörter	Teacher Qualifications; Mathematics Education; Teacher Effectiveness; Poverty; Federal Legislation; Socioeconomic Influences; Middle School Teachers; Teaching Experience; Mathematics Teachers; Knowledge Base for Teaching; Pedagogical Content Knowledge; Teacher Certification; Teacher Education; Teaching Skills; Teacher Influence; United States + Suchen Sie Ihr Suchwort? Lehrqualifikation; Mathematische Bildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Armut; Bundesrecht; Sozioökonomischer Faktor; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Lehrerausbildung; Lehrerbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; USA
Abstract	This article explores middle school teachers' mathematical knowledge for teaching and the relationship between such knowledge and teachers' subject matter preparation, certification type, teaching experience, and their students' poverty status. The author administered multiple-choice measures to a nationally representative sample of teachers and found that those with more mathematical course work, a subject-specific certification, and high school teaching experience tended to possess higher levels of teaching-specific mathematical knowledge. However, teachers with strong mathematical knowledge for teaching are, like those with full credentials and preparation, distributed unequally across the population of U.S. students. Specifically, more affluent students are more likely to encounter more knowledgeable teachers. The author discusses the implications of this for current U.S. policies aimed at improving teacher quality. (Contains 7 tables, 3 figures and 7 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10