Subject area preparation of secondary mathematics and science teachers and student achievement

Monk, David H.

doi:10.1016/0272-7757(94)90003-5

Cited by 536 publications

(354 citation statements)

References 6 publications

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“…The SciPacks are not intended to focus specifically on student impact in the classroom; that is, the manner in which a better understanding of particular content knowledge and skills translates into more effective science pedagogy. The NSTA's content approach to the SciPacks is consistent with current research indicating that a key variable affecting student achievement in science is the teacher's understanding of the content knowledge they teach (see Cochran-Smith and Zeichner 2005;DarlingHammond and Bransford 2005;Goldhaber andBrewer 1998, 2000;Monk 1994;Wenglinsky 2002;Wilson et al 2001). A cursory search of available online professional development resources available to professional educators today reveals that most of the opportunities available to teachers via online modalities focus on science pedagogy rather than increasing science content knowledge.…”

Section: Program Objectivessupporting

confidence: 68%

Evaluation of Online, On-Demand Science Professional Development Material Involving Two Different Implementation Models

2007

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This report presents pilot-test results for a science professional development program featuring online, on-demand materials developed by the National Science Teachers Association. During the spring 2006 semester, 45 middle school teachers from three different school districts across the United States participated in a professional development program designed to facilitate content knowledge and skills in the area of Newtonian force and motion. Participants from one of the school districts experienced a full-day instructor-led workshop along with two web-based seminars with a content-area expert. This was followed by a 4-week period of time in which they had access to self-directed, online, on-demand instructional materials that included activities, information, simulations, examples, and practice with immediate feedback over the targeted outcomes. Participants from the two other school districts only had access to the online materials with no instructor-led experience. This report documents positive gains in achievement as well as levels of confidence in teaching the material within all of the professional development groups. Data about the use of specific features within the online material are included, as well as completion rates and attitude survey results. Recommendations for future study are also included.

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Section: Program Objectivessupporting

confidence: 68%

Evaluation of Online, On-Demand Science Professional Development Material Involving Two Different Implementation Models

2007

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“…For example, teacher subject knowledge is widely perceived as a factor affecting teacher effectiveness (Scriven, 1994), but teachers' subject knowledge, regardless of how it is measured, has rarely correlated strongly with student achievement (Borich, 1992;Darling-Hammond, 2000). The explanation may be, as Monk (1994) reported, that the relationship is curvilinear: a minimal level of knowledge is necessary for teachers to be effective, but beyond a certain point a negative relation occurs. Similar findings have been reported for the association of self-efficacy beliefs with teacher effectiveness (Schunk 1991;Stevenson, Chen & Lee, 1993) and for the impact of classroom emotional climate and teacher management upon effectiveness.…”

Section: The Theoretical Models Of Educational Effectiveness Researchmentioning

confidence: 94%

Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model

Creemers

Kyriakidēs

2006

School Effectiveness and School Improvement

185

114

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This paper argues that researchers in the area of educational effectiveness should attempt to develop a new theoretical framework. Thus, a critical analysis of the current models of educational effectiveness research is provided and reveals that a dynamic model of effectiveness must: a) be multilevel in nature, b) be based on the assumption that the relation of some effectiveness factors with achievement may be curvilinear, c) illustrate the dimensions upon which the measurement of each effectiveness factor should be based and d) define relations among the effectiveness factors. In principle each factor which refers to the classroom, school and system can be measured by taking into account five dimensions: frequency, focus, stage, quality and differentiation. Examples of measuring effectiveness factors operating at different levels using these five dimensions are given. More attention in describing in detail factors associated with teacher behaviour in the classroom is given since this is seen as the starting point for the development and the testing of the dynamic model. Thus, different methodological approaches that can be used to test this part of the model and suggestions for the next steps in the development of other parts of the model are made. Finally, suggestions for using the dynamic model in order to improve educational practice are provided.

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“…The number of courses in mathematics and mathematics education the teachers took had a positive correlation to their students' achievement in mathematics at the secondary school level (Monk & King, 1994). Moreover, teachers' undergraduate mathematics education coursework contributed to their students' achievement gains more than teachers' mathematics content courses did (Monk, 1994). Thus, the number of courses in mathematics and mathematics education taken by the teachers should be an important indicator of their knowledge for teaching.…”

Section: Factors Influencing Teachers' Knowledgementioning

confidence: 99%

Relationships between Teaching Professional Rank, Course Taking, Teaching Experience and Knowledge of Algebra for Teaching

Huang¹,

Li²,

Kulm³

et al. 2014

Research in Mathematical Education

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Subject area preparation of secondary mathematics and science teachers and student achievement

Cited by 536 publications

References 6 publications

Evaluation of Online, On-Demand Science Professional Development Material Involving Two Different Implementation Models

Evaluation of Online, On-Demand Science Professional Development Material Involving Two Different Implementation Models

Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model

Relationships between Teaching Professional Rank, Course Taking, Teaching Experience and Knowledge of Algebra for Teaching

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