Teacher Knowledge, Curriculum Materials, and Quality of Instruction: Lessons Learned and Open Issues

Autor/inn/en	Hill, Heather C.; Charalambous, Charalambos Y.
Titel	Teacher Knowledge, Curriculum Materials, and Quality of Instruction: Lessons Learned and Open Issues
Quelle	In: Journal of Curriculum Studies, 44 (2012) 4, S.559-576 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2012.716978
Schlagwörter	Case Studies; Instructional Effectiveness; Mathematics Activities; Educational Policy; Mathematics Education; Teacher Characteristics; Mathematics Instruction; Curriculum Implementation; Mathematics Curriculum; Instructional Materials; Mathematics Materials; Pedagogical Content Knowledge; Comparative Analysis; Teacher Effectiveness; Federal Programs; Elementary School Teachers; Computation; Middle School Teachers + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Unterrichtserfolg; Politics of education; Bildungspolitik; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Mathematische Tafel; Pädagogische Kompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	This paper draws on four case studies to perform a cross-case analysis investigating the unique and joint contribution of mathematical knowledge for teaching (MKT) and curriculum materials to instructional quality. As expected, it was found that both MKT and curriculum materials matter for instruction. The contribution of MKT was more prevalent in the richness of the mathematical language employed during instruction, the explanations offered, the avoidance of errors, and teachers' capacity to highlight key mathematical ideas and use them to weave the lesson activities. By virtue of being ambitious, the curriculum materials set the stage for engaging students in mathematical thinking and reasoning; at the same time, they amplified the demands for enactment, especially for the low-MKT teachers. The analysis also helped develop three tentative hypotheses regarding the joint contribution of MKT and the curriculum materials: when supportive "and" when followed closely, curriculum materials can lead to high-quality instruction, even for low-MKT teachers; in contrast, when unsupportive, they can lead to problematic instruction, particularly for low-MKT teachers; high-MKT teachers, on the other hand, might be able to compensate for some of the limitations of the curriculum materials and offer high-quality instruction. This paper discusses the policy implications of these findings and points to open issues warranting further investigation. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10