There is widespread agreement that effective teachers have unique knowledge of students’ mathematical ideas and thinking. However, few scholars have focused on conceptualizing this domain, and even fewer have focused on measuring this knowledge. In this article, we describe an effort to conceptualize and develop measures of teachers’ combined knowledge of content and students by… Continue reading Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers’ Topic-Specific Knowledge of Students
Keyword: EDUCATION & EDUCATIONAL RESEARCH
Are Fluency Measures Accurate Predictors of Reading Achievement?
This study focused on the predictive validity of fluency measures that comprise Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Data were gathered from first through third graders attending 44 schools in 9 districts or local educational agencies that made up the first Reading First cohort in Michigan. Students were administered DIBELS subtests in the… Continue reading Are Fluency Measures Accurate Predictors of Reading Achievement?
Developing Measures of Content Knowledge for Teaching Reading
In this article we present results from a project to develop survey measures of the content knowledge teachers need to teach elementary reading. In areas such as mathematics and science, there has been great interest in the specialized ways teachers need to know a subject to teach it to others-often referred to as pedagogical content… Continue reading Developing Measures of Content Knowledge for Teaching Reading