Sentences with phrase «of teacher knowledge»

What kinds of teacher knowledge most effectively promote student achievement in mathematics?

Process - product research did not help us to understand the nature of teacher knowledge or offer us insight into the reflective, adaptive, and responsive aspects of teaching.

Under the proposed policy, licensure would depend of measures of teacher knowledge, competence and effectiveness.

Growing the tree of teacher knowledge: Ten years of learning to teach elementary science.

The construct of TPACK itself is relatively new among the types of teacher knowledge needing assessment.

The development of the Teacher Knowledge Test by Mick Ashton and Clare Harrison, University of Cambridge ESOL Examinations

Results of the design experiment thus potentially focused on changes in this particular teacher's practice, characteristics this teacher possessed that may have contributed to successful technology implementation, and the development of a general theory on the types of teacher knowledge necessary to teach successfully with technology.

In Koehler and Mishra's model of TPACK, there are three main components of teacher knowledge: content, technology, and pedagogy.

It occurred to us that there might be a way to measure this kind of teacher knowledge easily without needing to spend long periods of time observing teachers in their classrooms.»

with allowing for an orderly process and providing sufficient time to win support and build a strong foundation of teacher knowledge.

In a second round of coding, the forms of teacher knowledge (i.e., TPACK dimensions) associated with each type of instructional decision were identified.

Building on the framework of MKT proposed by Ball, Thames, and Phelps (2008), the MKT instrument uses a combination of multiple choice, fill - in - the - blank, and open response items designed to measure domains of teacher knowledge involved with teaching mathematics at the elementary and early elementary level.

New approaches to teacher evaluation, combined with comprehensive professional development for teachers and school leaders and changes in the organization and capacities of school districts, can support the types of teacher knowledge acquisition and changes in instructional practices called for by the Common Core Standards and assessments.

Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology

Shulman (1986, 1987) put forth one of the most accepted theories of teacher knowledge that encapsulates both art and science conceptualizations.

In his view, criteria for judging teacher effectiveness could be based upon Shulman's categories of teacher knowledge — especially academic content knowledge, pedagogical content knowledge, knowledge of the curriculum, and knowledge of learners and educational contexts.

Currently, only instruments that yield some sort of numeric score (as opposed to a qualitative description of teacher knowledge) are included in the database.

The Importance of KISS Know the Child: The Importance of Teacher Knowledge of Individual Students» Skills (KISS)

The nature of teacher knowledge necessary for the effective use of geospatial technologies to teach science.

Indeed, although technology integration is a complex and «wicked» problem (Mishra & Koehler, 2006), TPACK offers a useful framework to aid communication with non-technology-focused audiences about the necessity of including technology knowledge as a component of teacher knowledge.

A recent revision of the INTASC teaching standards has been aligned with the Common Core Standards in order to reflect the kind of teacher knowledge, skills, and understandings needed to enact the standards.

Designing for the Next Generation Science Standards: Educative curriculum materials and measures of teacher knowledge.

The TPACK model extends conceptions of PCK by adding technology as a specific type of teacher knowledge (Koehler et al., 2013; Mishra & Koehler, 2006).

This challenge calls for the development of a teacher knowledge that includes technology, pedagogy, and content knowledge, or TPACK (Mishra & Koehler, 2006; Niess, 2005).

Investigating the validity of portfolio assessments of beginning teachers: Relationships with student achievement and tests of teacher knowledge

Referred to as technological pedagogical content knowledge (TPCK; or, in some circles, technology, pedagogy, and content knowledge — TPACK), the construct reflects the complex, multifaceted, and situated nature of teacher knowledge that can lead to successful technology integration (Mishra & Koehler, 2006).