Investigating the interaction between teacher mathematics content knowledge and curriculum on instructional behaviors and student achievement / (Record no. 8868)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 01649nam a22001577a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20230718112527.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 230718b ph ||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | OCT |
| 240 ## - UNIFORM TITLE | |
| Uniform title | The Elementary School Journal / |
| Medium | December 2022 |
| 245 ## - TITLE STATEMENT | |
| Title | Investigating the interaction between teacher mathematics content knowledge and curriculum on instructional behaviors and student achievement / |
| Statement of responsibility, etc. | Marah Sutherkand, Ben Clarke, Derek B. Kotsy, Scott K. Baker, Christian T. Doabler, Keith Smolkoski, Hank Fien, Joanna Goode |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Chicago IL, : |
| Name of publisher, distributor, etc. | The University of Chicago Press, |
| Date of publication, distribution, etc. | 2022 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | Vol. 123 (2) : pages 292-317 |
| 500 ## - GENERAL NOTE | |
| General note | ABSTRACT : IPolicy efforts in mathematics have focused in increasing teachers' mathematics content knowledge (MCK), with the goal of increasing teacher quality in turn increasing student mathematics achievement is to investigate curricula that can be effectively used by teachers with range of MCK. Drawing from a large-scale study of kindergarten students (n=2598) and their teachers (n=130_, the current study investigated the interaction between teacher MCK and curriculum (Early Learning in Mathematics core kindergarten curriculum (Early Learning in Mathematics core kindergarten vs.business-as-usual curricula) on (a) instructional behaviors and (b) student mathematics achievement gains. Result indicated differential significant interactions across instructional behaviors and a small but negative effect of teacher MCK on student mathematics achievement gains. Implication for future research, policy, and practice are discussed. |
| 653 ## - INDEX TERM--UNCONTROLLED | |
| Uncontrolled term | Mathematics Content Knowledge |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Continuing Resources |
| Suppress in OPAC | No |
No items available.