Abstract
This study explores the relationship between teacher knowledge and student learning in the area of mathematics by developing and evaluating an innovative approach to assessing teacher knowledge. This approach is based on teachers' analyses of classroom video clips. Teachers watched 13 video clips of classroom instruction and then provided written comments on the interactions of the teacher, students, and content. The quality of teachers' analyses, coded using an objective rubric, are shown to be reliable and valid, relating both to another widely used measure of teacher knowledge and to teachers' own students' learning (from pre- to posttest).
| Original language | English (US) |
|---|---|
| Pages (from-to) | 172-181 |
| Number of pages | 10 |
| Journal | Journal of Teacher Education |
| Volume | 61 |
| Issue number | 1-2 |
| DOIs | |
| State | Published - Jan 1 2010 |
Keywords
- Assessment
- Mathematics
- Student learning
- Teacher knowledge
- Video
ASJC Scopus subject areas
- Education
Fingerprint Dive into the research topics of 'Teachers' analyses of classroom video predict student learning of mathematics: Further explorations of a novel measure of teacher knowledge'. Together they form a unique fingerprint.
Cite this
Kersting, N. B., Givvin, K. B., Sotelo, F. L., & Stigler, J. W. (2010). Teachers' analyses of classroom video predict student learning of mathematics: Further explorations of a novel measure of teacher knowledge. Journal of Teacher Education, 61(1-2), 172-181. https://doi.org/10.1177/0022487109347875