e-journal

Resources for Teaching: Examining Personal and Institutional Predictors of High-Quality Instruction

---

Policymakers and researchers have for many years advocated disparate approaches to ensuring teachers deliver highquality instruction, including requiring that teachers complete specific training requirements, possess a minimum level of content knowledge, and use curriculum materials and professional development resources available from schools and districts. In this paper, we investigate the extent to which these factors, which we conceptualize as resources for teaching, predict instructional quality in upper elementary mathematics classrooms. Results show that teachers’ mathematical knowledge and their district context explained a moderate share of the variation in mathematics-specific teaching dimensions; other factors, such as teacher experience, preparation, non-instructional work hours, and measures of the school environment, explained very little variation in any dimension.

Keywords: elementary school, mathematics, teachers, instructional practices

---

Ketersediaan

Tidak ada salinan data

Informasi Detail

Judul Seri

AERA Open

No. Panggil

-

Penerbit

New York : SAGE., 2015

Deskripsi Fisik

AERA Open October-December 2015, Vol. 1, No. 4, pp. 1– 23

Bahasa

English

ISBN/ISSN

DOI: 10.1177/2332858

Klasifikasi

-

Tipe Isi

-

Tipe Media

-

Tipe Pembawa

-

Edisi

October-December 2015, Vol. 1, No. 4

Subjek

PENDIDIKAN

Info Detail Spesifik

-

Pernyataan Tanggungjawab

agus

Versi lain/terkait

Lampiran Berkas

Komentar

---

Anda harus masuk sebelum memberikan komentar