Teacher pedagogical content knowledge, practice, and student achievement-Reference-Cited by-同舟云学术

Teacher pedagogical content knowledge, practice, and student achievement

Published:2017-01-09 Issue:7 Volume:41 Page:944-963
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Gess-Newsome Julie¹,Taylor Joseph A.²,Carlson Janet³,Gardner April L.²,Wilson Christopher D.²,Stuhlsatz Molly A. M.²

Affiliation:

1. Division of Human Health and Wellness, Oregon State University-Cascades , Bend, OR, USA

2. BSCS , Colorado Springs, CO, USA

3. CSET, CERAS, Stanford University , Stanford, CA, USA

Funder

National Science Foundation

Division of Elementary, Secondary, and Informal Education.

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2016.1265158

Reference20 articles.

1. Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress

2. Investigating teacher learning supports in high school biology curricular programs to inform the design of educative curriculum materials

3. Gardner, A.L. , & Gess-Newsome, J. (2011, April). A PCK rubric to measure teachers’ knowledge of inquiry-based instruction using three data sources. A paper presented at the annual meeting of the National Association for Research in Science Teaching, Orlando, FL.

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