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 2010 |
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Keywords
- Assessment
- Mathematics
- Student learning
- Teacher knowledge
- Video
ASJC Scopus subject areas
- Education
Cite this
Teachers' analyses of classroom video predict student learning of mathematics : Further explorations of a novel measure of teacher knowledge. / Kersting, Nicole B; Givvin, Karen B.; Sotelo, Francisco L.; Stigler, James W.
In: Journal of Teacher Education, Vol. 61, No. 1-2, 01.2010, p. 172-181.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Teachers' analyses of classroom video predict student learning of mathematics
T2 - Further explorations of a novel measure of teacher knowledge
AU - Kersting, Nicole B
AU - Givvin, Karen B.
AU - Sotelo, Francisco L.
AU - Stigler, James W.
PY - 2010/1
Y1 - 2010/1
N2 - 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).
AB - 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).
KW - Assessment
KW - Mathematics
KW - Student learning
KW - Teacher knowledge
KW - Video
UR - http://www.scopus.com/inward/record.url?scp=73949141801&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=73949141801&partnerID=8YFLogxK
U2 - 10.1177/0022487109347875
DO - 10.1177/0022487109347875
M3 - Article
AN - SCOPUS:73949141801
VL - 61
SP - 172
EP - 181
JO - Journal of Teacher Education
JF - Journal of Teacher Education
SN - 0022-4871
IS - 1-2
ER -