Assessing Elementary Teachers' Content Knowledge for Teaching Science for the ETS ® Educator Series: Pilot Results-Reference-Cited by-同舟云学术

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Assessing Elementary Teachers' Content Knowledge for Teaching Science for the ETS ® Educator Series: Pilot Results

Published:2018-06 Issue:1 Volume:2018 Page:1-30
ISSN:2330-8516
Container-title:ETS Research Report Series
language:en
Short-container-title:ETS Research Report Series

Author:

Mikeska Jamie N.¹,Kurzum Christopher¹,Steinberg Jonathan H.¹,Xu Jun¹

Affiliation:

1. Educational Testing Service Princeton NJ

Publisher

Wiley

Subject

Statistics, Probability and Uncertainty,Applied Psychology,Education,Social Psychology

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/ets2.12207

Reference52 articles.

1. Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide?;Ball D. L.;American Educator,2005

2. Content Knowledge for Teaching

3. Brennan R. L.(Ed.). (2006).Educational Measurement(4th ed.). Westport CT: ACE/Praeger.

Cited by 15 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Designing Educative Curriculum Materials for Teacher Educators: Supporting Preservice Elementary Teachers’ Content Knowledge for Teaching About Matter and Its Interactions;International Journal of Science and Mathematics Education;2024-02-22

2. Using Performance Tasks to Provide Feedback and Assess Progress in Teacher Preparation;ETS Research Report Series;2023-07-21

3. Examining elementary science teachers' responses to assessments tasks designed to measure their content knowledge for teaching about matter and its interactions;Science Education;2022-12-20

4. Situated and dynamic versus declarative and static forms of pedagogical content knowledge: An evaluation of the differences in test reactions and performance;Journal of Research in Science Teaching;2022-09-02

5. Dimensionality and validity of the content knowledge for teaching construct using cognitive diagnostic modeling and known groups comparisons;Teaching and Teacher Education;2022-06

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