The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index.
Teachers’ Analyses of Classroom Video Predict Student Learning of Mathematics: Further Explorations of a Novel Measure of Teacher Knowledge
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).
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Cites
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Content Knowledge for Teaching: What Makes It Special?
Loewenberg Ball, D., Thames, M. H., & Phelps, G. (2008) · Journal of Teacher Education · doi:10.1177/0022487108324554 · Cited by 5,388
Adding It Up: Helping Children Learn Mathematics
Kilpatrick, J., Swafford, J. O., & Findell, B. R. (2013) · DSpace Biblioteca Universidad de Talca (Universidad de Talca) · Cited by 4,081
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
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Journal for Research in Mathematics Education
(2023) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc · Cited by 2,764
How Large Are Teacher Effects?
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Cited by
Using video to teach future teachers to learn from teaching
Santagata, R., & Guarino, J. (2011) · ZDM · doi:10.1007/s11858-010-0292-3 · Cited by 381
Morris, A. K., & Hiebert, J. (2017) · American Educational Research Journal · doi:10.3102/0002831217695217 · Cited by 50
Kaendler, C., Wiedmann, M., Leuders, T., Rummel, N., & Spada, H. (2016) · Psychology Learning & Teaching · doi:10.1177/1475725716638010 · Cited by 43
From a Framework to a Lens: Learning to Notice Student Mathematical Thinking
Teuscher, D., Leatham, K. R., & Peterson, B. E. (2017) · Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks · doi:10.1007/978-3-319-46753-5_3 · Cited by 42
Ulusoy, F. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103103 · Cited by 37
Metadata
- Authors
- Kersting, N. B., Givvin, K. B., Sotelo, F. L., & Stigler, J. W.
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2009-12-30
- Volume
- 61
- Issue
- 1-2
- Pages
- 172-181
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W2044662025
- Cited by
- 296
- References
- 25
- FWCI
- 38.03
- Type
- journal article
- Language
- en
- Open access
- closed
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- Kersting, N. B., Givvin, K. B., Sotelo, F. L., & Stigler, J. W. (2010). Teachers’ Analyses of Classroom Video Predict Student Learning of Mathematics: Further Explorations of a Novel Measure of Teacher Knowledge. Journal of Teacher Education. https://doi.org/10.1177/0022487109347875
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
