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Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects?
ARTICLE

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TATE Volume 57, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Given mixed findings on the association between teacher knowledge and student learning, in this study, we revert to Shulman's framework to reconsider this association by exploring both linear and curvilinear effects. Toward this end, we analyzed data from a paper-and-pencil survey on teaching fractions completed by 373 teachers and a test aligned in content administered to students (N = 1210) of a subsample of these teachers. A two-level hierarchical linear model using scales developed by employing Item Response Theory suggested a curvilinear association between teacher knowledge and student learning for fifth graders. The theoretical, methodological, and practical implications of these results are discussed.

Citation

Agathangelou, S.A., Charalambous, C.Y. & Koutselini, M. (2016). Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects?. Teaching and Teacher Education: An International Journal of Research and Studies, 57(1), 125-138. Elsevier Ltd. Retrieved February 25, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.03.007

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