Cited by 18,546Mathematics Education and Teaching TechniquesHistory and Theory of MathematicsMathematics Education and Pedagogy

The DOI matches its Crossref record; 13 of the 13 references it cites were found in a registry or an index.

Those Who Understand: Knowledge Growth in Teaching

SHULMAN, LEE S.·1986·Educational Researcher

DOI 10.3102/0013189x015002004

Open this paper in CoChat — free account

Abstract

Esta investigación tiene como propósito analizar algunos referentes teóricos sobre la Filosofía de las Matemáticas (FM) y el conocimiento del profesor de Matemáticas (CPM), con el fin de presentar evidencias de la articulación e integración de la FM en los modelos del CPM en función del quehacer docente, particularmente el sugerido por Stacey (2008). Por lo anterior, se sistematizan y describen los planteamientos de algunas fuentes bibliográficas referentes a la FM y a los modelos del CPM con la intención de aportar información sobre la relación que hay entre la Didáctica de las Matemáticas (DM), la FM, y el CPM.

Integrity signals

Registry

Crossref · 10.3102/0013189x015002004

Cites

13 of 13 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Handbook of research on teaching
Wittrock, M. C. (1986) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 10,630
Judgment under Uncertainty: Heuristics and Biases
(1982) · doi:10.1017/cbo9780511809477 · Cited by 8,240
Judgment Under Uncertainty: Heuristics and Biases.
Shafer, G. R., Kahnerman, D., Slovic, P., & Tversky, A. (1984) · Journal of the American Statistical Association · doi:10.2307/2288362 · Cited by 5,658
Discipline and group management in classrooms
Kounin, J. S. (1970) · Medical Entomology and Zoology · Cited by 1,329
Ramus, Method, and the Decay of Dialogue.
Scott, T. K., & Ong, W. J. (1962) · The Journal of Philosophy · doi:10.2307/2023714 · Cited by 647
Handbook of Teaching and Policy
Levin, H. M., Shulman, L. S., & Sykes, G. (1983) · Journal of Policy Analysis and Management · doi:10.2307/3324015 · Cited by 642
Self-citation
Science, Curriculum, and Liberal Education: Selected Essays
Gowin, D. B., Schwab, J. J., Westbury, I., & Wilkof, N. J. (1981) · Educational Researcher · doi:10.2307/1175440 · Cited by 574
An Experimental Study of Effective Teaching in First-Grade Reading Groups
Anderson, L. M., Evertson, C. M., & Brophy, J. (1979) · The Elementary School Journal · doi:10.1086/461151 · Cited by 449
The Universities of Europe in the Middle Ages
Rashdall, H. (2010) · Cambridge University Press eBooks · doi:10.1017/cbo9780511722301 · Cited by 435
Disciplines of Inquiry in Education: An Overview
Shulman, L. S. (1981) · Educational Researcher · doi:10.3102/0013189x010006005 · Cited by 239
Self-citation

Flagged first, then by citations

Show all 13 references

Research works printed but not linked: 4

Geertz C, 1983, Local Knowledge
Hoffman N, 1981, Women’s “true” profession
Schwab JJ, 1978, Science, curriculum and liberal education
Wheelwright P, 1951, Aristotle

Sorted by citations

Items 101–200 of 1,042

The Role and Character of the Nature of Science in Science Education
McComas, W. F., Clough, M. P., & Almazroa, H. (2005) · Kluwer Academic Publishers eBooks · doi:10.1007/0-306-47215-5_1 · Cited by 601
Twenty Years Later: Does pedagogical content knowledge remain a useful idea?
Abell, S. K. (2008) · International Journal of Science Education · doi:10.1080/09500690802187041 · Cited by 598
A typology of school science models
Harrison, A. G., & Treagust, D. F. (2000) · International Journal of Science Education · doi:10.1080/095006900416884 · Cited by 594
Pedagogical Content Knowledge: An Introduction and Orientation
Gess‐Newsome, J. (2006) · Kluwer Academic Publishers eBooks · doi:10.1007/0-306-47217-1_1 · Cited by 591
The mathematics teacher’s specialised knowledge (MTSK) model*
Carrillo, J., Climent, N., Montes, M., González, L. C. C., Flores-Medrano, E., Escudero-Ávila, D., Mora, D. V., Rojas, N., Flores, P., Aguilar-González, Á., et al. (2018) · Research in Mathematics Education · doi:10.1080/14794802.2018.1479981 · Cited by 588
Challenges New Science Teachers Face
Davis, E. A., Petish, D., & Smithey, J. (2006) · Review of Educational Research · doi:10.3102/00346543076004607 · Cited by 577
Understanding “Core Practices” and “Practice-Based” Teacher Education
Forzani, F. M. (2014) · Journal of Teacher Education · doi:10.1177/0022487114533800 · Cited by 574
Toward a theory of teaching-in-context
Schoenfeld, A. J. (1998) · Issues in Education · doi:10.1016/s1080-9724(99)80076-7 · Cited by 573
Significant and Worthwhile Change in Teaching Practice
Richardson, V. (1990) · Educational Researcher · doi:10.3102/0013189x019007010 · Cited by 571
Pedagogical Content Knowledge: From a Mathematical Case to a Modified Conception
Marks, R. (1990) · Journal of Teacher Education · doi:10.1177/002248719004100302 · Cited by 568
Measuring Reform Practices in Science and Mathematics Classrooms: The Reformed Teaching Observation Protocol
Sawada, D., Piburn, M. D., Judson, E., Turley, J., Falconer, K., Benford, R., & Bloom, I. (2002) · School Science and Mathematics · doi:10.1111/j.1949-8594.2002.tb17883.x · Cited by 564
A Perfect Time for Data Use: Using Data-Driven Decision Making to Inform Practice
Mandinach, E. B. (2012) · Educational Psychologist · doi:10.1080/00461520.2012.667064 · Cited by 563
The New Scholarship in Teacher Education
Zeichner, K. (1999) · Educational Researcher · doi:10.3102/0013189x028009004 · Cited by 563
Can Teacher Education Make a Difference?
Brouwer, N., & Korthagen, F. (2005) · American Educational Research Journal · doi:10.3102/00028312042001153 · Cited by 561
Computer-Supported Intentional Learning Environments
Scardamalia, M., Bereiter, C., McLean, R. S., Swallow, J., & Woodruff, E. (1989) · Journal of Educational Computing Research · doi:10.2190/cyxd-6xg4-ufn5-yfb0 · Cited by 560
Prospective Elementary and Secondary Teachers' Understanding of Division
Ball, D. L. (1990) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.21.2.0132 · Cited by 558
Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK)
Chai, C. S., Koh, J. H. L., & Tsai, C. (2010) · Educational Technology & Society · Cited by 558
Educational Assessment Knowledge and Skills for Teachers
Brookhart, S. M. (2011) · Educational Measurement Issues and Practice · doi:10.1111/j.1745-3992.2010.00195.x · Cited by 555
Preparing Teachers to Learn from Teaching
Hiebert, J., Morris, A., Berk, D., & Jansen, A. (2006) · Journal of Teacher Education · doi:10.1177/0022487106295726 · Cited by 549
The Problem of Underqualified Teachers in American Secondary Schools
Ingersoll, R. M. (1999) · Educational Researcher · doi:10.3102/0013189x028002026 · Cited by 546
Technological Pedagogical Content Knowledge (TPACK) in Action: A Descriptive Study of Secondary Teachers’ Curriculum-Based, Technology-Related Instructional Planning
Harris, J. B., & Hofer, M. J. (2011) · Journal of Research on Technology in Education · doi:10.1080/15391523.2011.10782570 · Cited by 544
Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT)
Chai, C. S., Koh, J. H. L., Tsai, C., & Tan, L. L. W. (2011) · Computers & Education · doi:10.1016/j.compedu.2011.01.007 · Cited by 542
Pedagogical content knowledge and content knowledge of secondary mathematics teachers.
Krauß, S., Brunner, M., Kunter, M., Baumert, J., Blum, W. F., Neubrand, M., & Jordan, A. (2008) · Journal of Educational Psychology · doi:10.1037/0022-0663.100.3.716 · Cited by 539
Appropriating Tools for Teaching English: A Theoretical Framework for Research on Learning to Teach
Grossman, P. L., Smagorinsky, P., & Valencia, S. W. (1999) · American Journal of Education · doi:10.1086/444230 · Cited by 538
Teacher Learning: Implications of New Views of Cognition
Putnam, R. T., & Borko, H. (1997) · Springer international handbooks of education · doi:10.1007/978-94-011-4942-6_30 · Cited by 534
Technology Integration Practice as a Function of Pedagogical Expertise
Pierson, M. E. (2001) · Journal of Research on Computing in Education · doi:10.1080/08886504.2001.10782325 · Cited by 532
The COACTIV Model of Teachers’ Professional Competence
Baumert, J., & Kunter, M. (2013) · Springer eBooks · doi:10.1007/978-1-4614-5149-5_2 · Cited by 532
Chapter 1 Developing Socially Just Subject-Matter Instruction: A Review of the Literature on Disciplinary Literacy Teaching
Moje, E. B. (2007) · Review of Research in Education · doi:10.3102/0091732x07300046001 · Cited by 526
Learning Mathematics for Teaching: Results from California's Mathematics Professional Development Institutes
Hill, H. C., & Ball, D. L. (2004) · Journal for Research in Mathematics Education · doi:10.2307/30034819 · Cited by 522
Researching Effective Pedagogy in the Early Years
Siraj, I., Sylva, Κ., Muttock, S., Gilden, R., & Bell, D. (2002) · Digital Education Resource Archive (University College London) · Cited by 520
The Refined Consensus Model of Pedagogical Content Knowledge in Science Education
Carlson, J., Daehler, K. R., Alonzo, A. C., Barendsen, E., Berry, A. K., Borowski, A., Carpendale, J., Chan, K. K. H., Cooper, R., Friedrichsen, P. M., et al. (2019) · Springer eBooks · doi:10.1007/978-981-13-5898-2_2 · Cited by 517
Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators
Herring, M. C., Koehler, M. J., Mishra, P., Rosenberg, J. M., & Teske, J. K. (2016) · Routledge eBooks · doi:10.4324/9781315771328 · Cited by 514
Combining the Development of Practice and the Practice of Development in Teacher Education
Ball, D. L., Sleep, L., Boerst, T. A., & Bass, H. (2009) · The Elementary School Journal · doi:10.1086/596996 · Cited by 510
Teachers' occupational well-being and quality of instruction: The important role of self-regulatory patterns
Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008) · Journal of Educational Psychology · doi:10.1037/0022-0663.100.3.702 · Cited by 508
A meta‐analysis of national research: Effects of teaching strategies on student achievement in science in the United States
Schroeder, C., Scott, T. P., Tolson, H., Huang, T., & Lee, Y. (2007) · Journal of Research in Science Teaching · doi:10.1002/tea.20212 · Cited by 507
A Systemic View of Implementing Data Literacy in Educator Preparation
Mandinach, E. B., & Gummer, E. S. (2013) · Educational Researcher · doi:10.3102/0013189x12459803 · Cited by 492
Teacher pedagogical constructions: a reconfiguration of pedagogical content knowledge
Hashweh, M. Z. (2005) · Teachers and Teaching · doi:10.1080/13450600500105502 · Cited by 491
Teacher pedagogical content knowledge, practice, and student achievement
Gess‐Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D., & Stuhlsatz, M. A. M. (2017) · International Journal of Science Education · doi:10.1080/09500693.2016.1265158 · Cited by 491
Personal History-Based Beliefs as Relevant Prior Knowledge in Course Work
Holt-Reynolds, D. (1992) · American Educational Research Journal · doi:10.3102/00028312029002325 · Cited by 488
Learning to Become a Second Language Teacher: Identities-in-Practice
Kanno, Y., & Stuart, C. (2011) · Modern Language Journal · doi:10.1111/j.1540-4781.2011.01178.x · Cited by 486
TPACK in the age of ChatGPT and Generative AI
Mishra, P., Warr, M., & Islam, R. (2023) · Journal of Digital Learning in Teacher Education · doi:10.1080/21532974.2023.2247480 · Cited by 484
The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality
Fauth, B., Decristan, J., Decker, A.-T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.102882 · Cited by 484
“Cognitive constructs comprise teachers’ professional knowledge (Shulman, 1986) and beliefs (Fives & Buehl, 2012; Fives & Gill, 2015; Mansour, 2009), both of which have been widely discussed, especially in the field of science education.”
Background
Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model
Schmid, M., Brianza, E., & Petko, D. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103967 · Cited by 480
Conhecimento e ensino: fundamentos para a nova reforma
Shulman, L. S. (2015) · Cadernos Cenpec | Nova série · doi:10.18676/cadernoscenpec.v4i2.293 · Cited by 474
Self-citation
Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review
Rosenberg, J. M., & Koehler, M. J. (2015) · Journal of Research on Technology in Education · doi:10.1080/15391523.2015.1052663 · Cited by 473
An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers
Abbitt, J. T. (2011) · Journal of Digital Learning in Teacher Education · doi:10.1080/21532974.2011.10784670 · Cited by 472
Listening to other voices: A description of teacher reflection in the United States
Valli, L. (1997) · Peabody Journal of Education · doi:10.1207/s15327930pje7201_4 · Cited by 468
Teachers’ Instructional Adaptations: A Research Synthesis
Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. H. (2017) · Review of Educational Research · doi:10.3102/0034654317743198 · Cited by 468
Assessing teacher candidates' general pedagogical/psychological knowledge: Test construction and validation.
Voss, T., Kunter, M., & Baumert, J. (2011) · Journal of Educational Psychology · doi:10.1037/a0025125 · Cited by 464
Teacher's Pedagogical Content Beliefs in Mathematics
Peterson, P. L., Fennema, E. H., Carpenter, T. P., & Franke, M. L. (1989) · Cognition and Instruction · doi:10.1207/s1532690xci0601_1 · Cited by 463
Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices
Oleson, A. K., & Hora, M. T. (2013) · Higher Education · doi:10.1007/s10734-013-9678-9 · Cited by 458
Socio-scientific Issues in the Classroom
Sadler, T. D. (2011) · Contemporary trends and issues in science education · doi:10.1007/978-94-007-1159-4 · Cited by 459
Making semantic waves: A key to cumulative knowledge-building
Maton, K. (2013) · Linguistics and Education · doi:10.1016/j.linged.2012.11.005 · Cited by 457
The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms
Sadler, P. M., Sonnert, G., Coyle, H. P., Cook-Smith, N., & Miller, J. L. (2013) · American Educational Research Journal · doi:10.3102/0002831213477680 · Cited by 455
How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors
Cattáneo, A., Antonietti, C., & Rauseo, M. (2021) · Computers & Education · doi:10.1016/j.compedu.2021.104358 · Cited by 454
The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms
Walshaw, M., & Anthony, G. J. (2008) · Review of Educational Research · doi:10.3102/0034654308320292 · Cited by 450
The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology
Rienties, B., Brouwer, N., & Lygo‐Baker, S. (2012) · Teaching and Teacher Education · doi:10.1016/j.tate.2012.09.002 · Cited by 448
The construction of subject matter knowledge in primary science teaching
Smith, D. C., & Neale, D. C. (1989) · Teaching and Teacher Education · doi:10.1016/0742-051x(89)90015-2 · Cited by 447
Teaching and Teacher Education
Cochran‐Smith, M. (2016) · Educational Researcher · doi:10.3102/0013189x16639040 · Cited by 447
What Is Competent Beginning Teaching? A Review of the Literature
Reynolds, A. M. (1992) · Review of Educational Research · doi:10.2307/1170714 · Cited by 444
Designing for deeper learning in a blended computer science course for middle school students
Grover, S., Pea, R. D., & Cooper, S. (2015) · Computer Science Education · doi:10.1080/08993408.2015.1033142 · Cited by 443
Teachers' Pedagogical Content Knowledge of Students' Problem Solving in Elementary Arithmetic
Carpenter, T. P., Fennema, E. H., Peterson, P. L., & Carey, D. A. (1988) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.19.5.0385 · Cited by 439
Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans
Schmid, M., Brianza, E., & Petko, D. (2020) · Computers in Human Behavior · doi:10.1016/j.chb.2020.106586 · Cited by 441
A review of research on metacognition in science education: current and future directions
Zohar, A., & Barzilai, S. (2013) · Studies in Science Education · doi:10.1080/03057267.2013.847261 · Cited by 436
Teachers learning technology by design
Koehler, M. J., & Mishra, P. (2005) · Cited by 436
Computing in the curriculum: Challenges and strategies from a teacher’s perspective
Sentance, S., & Csizmadia, A. P. (2016) · Education and Information Technologies · doi:10.1007/s10639-016-9482-0 · Cited by 434
Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout
Lauermann, F., & König, J. (2016) · Learning and Instruction · doi:10.1016/j.learninstruc.2016.06.006 · Cited by 432
Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development
Jimoyiannis, A. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.05.022 · Cited by 428
Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19
Gao, L. X., & Zhang, L. J. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.549653 · Cited by 426
Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms
Park, S., & Chen, Y. (2012) · Journal of Research in Science Teaching · doi:10.1002/tea.21022 · Cited by 424
Towards new documentation systems for mathematics teachers?
Gueudet, G., & Trouche, L. (2008) · Educational Studies in Mathematics · doi:10.1007/s10649-008-9159-8 · Cited by 420
Introducing Technological Pedagogical Content Knowledge
Koehler, M. J., & Mishra, P. (2007) · Cited by 420
Examining the technological pedagogical content knowledge of Singapore pre‐service teachers with a large‐scale survey
Koh, J. H. L., Chai, C. S., & Tsai, C. (2010) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2010.00372.x · Cited by 417
Content as Context: The Role of School Subjects in Secondary School Teaching
Grossman, P. L., & Stodolsky, S. S. (1995) · Educational Researcher · doi:10.3102/0013189x024008005 · Cited by 417
Subject-Matter Knowledge and Pedagogical Content Knowledge: Prospective Secondary Teachers and the Function Concept
Even, R. (1993) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.24.2.0094 · Cited by 417
Problem-Based Learning and Medical Education Forty Years On
Neville, A. J. (2008) · Medical Principles and Practice · doi:10.1159/000163038 · Cited by 417
Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge
So, H., & Kim, B. (2009) · Australasian Journal of Educational Technology · doi:10.14742/ajet.1183 · Cited by 416
TPACK Development in Science Teaching: Measuring the TPACK Confidence of Inservice Science Teachers
Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., Clair, L. S., & Harris, R. (2009) · TechTrends · doi:10.1007/s11528-009-0328-0 · Cited by 416
Teacher Training, Development, and Decision Making: A Model of Teaching and Related Strategies for Language Teacher Education
Freeman, D. J. (1989) · TESOL Quarterly · doi:10.2307/3587506 · Cited by 414
Learning to Teach Hard Mathematics: Do Novice Teachers and Their Instructors Give up Too Easily?
Borko, H., EISENHART, M. A., Brown, C. A., Underhill, R. G., Jones, D., & Agard, P. C. (1992) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.23.3.0194 · Cited by 414
Handbook of Research on Effective Electronic Gaming in Education
Ferdig, R. E. (2009) · IGI Global eBooks · doi:10.4018/978-1-59904-808-6 · Cited by 413
Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening?
Capps, D. K., & Crawford, B. A. (2012) · Journal of Science Teacher Education · doi:10.1007/s10972-012-9314-z · Cited by 412
Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends
Seufert, S., Guggemos, J., & Sailer, M. (2020) · Computers in Human Behavior · doi:10.1016/j.chb.2020.106552 · Cited by 410
Challenges and Solutions when Using Technologies in the Classroom
Johnson, A. M., Jacovina, M. E., Russell, D. G., & Soto, C. (2016) · Routledge eBooks · doi:10.4324/9781315647500-2 · Cited by 409
Mathematics Teacher TPACK Standards and Development Model
Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O. S., Harper, S. R., Johnston, C., Browning, C. A., Özgün‐Koca, S. A., & Kersaint, G. (2009) · Cited by 407
Online Learning in Higher Education: a review of research on interactions among teachers and students
WALLACE, R. M. (2003) · Education, Communication & Information · doi:10.1080/14636310303143 · Cited by 405
Enhancing Prospective Teachers' Knowledge of Children's Conceptions: The Case of Division of Fractions
Tirosh, D. (2000) · Journal for Research in Mathematics Education · doi:10.2307/749817 · Cited by 404
South Africa's Education Crisis: The quality of education in South Africa 1994-2011
Spaull, N. (2013) · Cited by 401
Measuring Usable Knowledge
Kersting, N. B., Givvin, K. B., Thompson, B. J., Santagata, R., & Stigler, J. W. (2012) · American Educational Research Journal · doi:10.3102/0002831212437853 · Cited by 393
Chapter 9: Craft Knowledge and the Education of Teachers
Grimmett, P. P., & MacKinnon, A. (1992) · Review of Research in Education · doi:10.3102/0091732x018001385 · Cited by 392
TPACK updated to measure pre-service teachers’ twenty-first century skills
Valtonen, T., Sointu, E. T., Kukkonen, J., Kontkanen, S., Lambert, M. C., & Mäkitalo‐Siegl, K. (2017) · Australasian Journal of Educational Technology · doi:10.14742/ajet.3518 · Cited by 392
Opening up the black box: Teacher competence, instructional quality, and students’ learning progress
Blömeke, S., Jentsch, A., Ross, N., Kaiser, G., & König, J. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101600 · Cited by 394
Can You Recognize an Effective Teacher When You Recruit One?
Rockoff, J. E., Jacob, B. A., Kane, T. J., & Staiger, D. O. (2011) · Education Finance and Policy · doi:10.1162/edfp_a_00022 · Cited by 390
A History and Context of Self-Study of Teaching and Teacher Education Practices
Loughran, J. (2004) · Springer eBooks · doi:10.1007/978-1-4020-6545-3_1 · Cited by 390
Research on Professional Development for Teachers of Mathematics and Science: The State of the Scene
Loucks‐Horsley, S., & Matsumoto, C. (1999) · School Science and Mathematics · doi:10.1111/j.1949-8594.1999.tb17484.x · Cited by 390
The development of preservice chemistry teachers' pedagogical content knowledge
DRIEL, J. H. V., JONG, O. D., & Verloop, N. (2002) · Science Education · doi:10.1002/sce.10010 · Cited by 389
Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching
Zembylas, M. (2007) · Teaching and Teacher Education · doi:10.1016/j.tate.2006.12.002 · Cited by 384
Videobased lesson analysis: Effective science PD for teacher and student learning
Roth, K. J., Garnier, H., Chen, C., Lemmens, M., Schwille, K., & Wickler, N. I. Z. (2011) · Journal of Research in Science Teaching · doi:10.1002/tea.20408 · Cited by 385
Teacher Professional Development around the World: The Gap between Evidence and Practice
Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2021) · The World Bank Research Observer · doi:10.1093/wbro/lkab006 · Cited by 385
Effective Teacher Professional Development: New Theory and a Meta-Analytic Test
Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Herwegen, J. V., & Anders, J. (2023) · Review of Educational Research · doi:10.3102/00346543231217480 · Cited by 383

Authors: SHULMAN, L. S.
Affiliations: Stanford University (US)
Corresponding author: SHULMAN, LEE S.
Venue: Educational Researcher
Publisher: American Educational Research Association (AERA)
Published: 1986-02
Volume: 15
Issue: 2
Pages: 4-14
ISSN: 0013-189X (ISSN-L)
1935-102X
DOI: 10.3102/0013189x015002004
OpenAlex: W2140369176
Cited by: 18,546
References: 13
Citations by year: 2026: 836 · 2025: 784 · 2024: 667 · 2023: 879 · 2022: 1086 · 2021: 1085 · 2020: 1109 · 2019: 1133 · 2018: 1023 · 2017: 927 · 2016: 961 · 2015: 1127 · 2014: 886 · 2013: 915 · 2012: 780
FWCI: 301.39
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Educational Researcher (publishedVersion)
Topics: Social Sciences › Education › Mathematics Education and Teaching Techniques
Social Sciences › Arts and Humanities › History and Philosophy of Science › History and Theory of Mathematics
Social Sciences › Education › Mathematics Education and Pedagogy
Keywords: philosophy of mathematics, mathematical knowledge for teaching, mathematics education, teaching practice

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Those Who Understand: Knowledge Growth in Teaching

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks