Journal ArticleDOI
Subject area preparation of secondary mathematics and science teachers and student achievement
TLDR
This paper found that measures of how much a student's teacher knows about what he or she is teaching has a positive effect on pupils' learning gains. But the evidence also suggests that the effects of subject matter preparation diminish with time and vary across types of students.About:
This article is published in Economics of Education Review.The article was published on 1994-06-01. It has received 862 citations till now. The article focuses on the topics: Teacher education & Academic achievement.read more
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Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement
TL;DR: This meta-analyses presents a meta-analysis of the contributions from the home, the school, and the curricula to create a picture of visible teaching and visible learning in the post-modern world.
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Adding It Up: Helping Children Learn Mathematics
TL;DR: Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years.
Journal ArticleDOI
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement:
TL;DR: It is found that teachers’ mathematical knowledge was significantly related to student achievement gains in both first and third grades after controlling for key student- and teacher-level covariates.
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Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress:
Jürgen Baumert,Mareike Kunter,Werner Blum,Martin Brunner,Thamar Voss,Alexander Jordan,Uta Klusmann,Stefan Krauss,Michael Neubrand,Yi-Miau Tsai +9 more
TL;DR: In this article, the authors investigated the significance of teachers' content knowledge and pedagogical content knowledge for high-quality instruction and student progress in secondary-level mathematics and reported findings from a 1-year study conducted in Germany with a representative sample of Grade 10 classes and their teachers.
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Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students
TL;DR: In this article, the authors describe an effort to conceptualize and develop measures of teachers' combined knowledge of content and students by writing, piloting, and analyzing results from multiple-choice items.
References
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Who Will Teach?: Policies That Matter
TL;DR: In this paper, the teaching profession at a turning point: carrots and sticks critical questions incentives an opportunity for change, and two case studies problems and solutions: finding skilled teachers - hiring practices make a difference: hiring new teachers.
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Who will teach? Policies that matter : Richard J. Murnane, Judith D. Singer, John B. Willett, James J. Kemple and Randall J. Olsen. Cambridge, MA: Harvard University Press, 1991. XII + 187 p
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What School Factors Raise Achievement in the Third World
TL;DR: This paper found that even schools with limited material resources appear to have a stronger impact on academic achievement, independent of pupils' family background, than within industrialized countries, but this optimistic claim is undercut by limitations in how pupil background characteristics have been specified within empirical models.
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Education Productivity Research: An Update and Assessment of Its Role in Education Finance Reform
TL;DR: A critical review of alternative strategies currently in use to study educational productivity can be found in this paper, where the unfolding research programs are considered in the light of increasing costs and increasing complexity.