The Contribution of Training and Subject Matter Knowledge to Teaching Effectiveness: A Multilevel Analysis of Longitudinal Evidence from Belize

Abstract

Previous articleNext article No AccessFocus on Subject MatterThe Contribution of Training and Subject Matter Knowledge to Teaching Effectiveness: A Multilevel Analysis of Longitudinal Evidence from BelizeJohn E. Mullens, Richard J. Murnane, and John B. WillettJohn E. Mullens Search for more articles by this author , Richard J. Murnane Search for more articles by this author , and John B. Willett Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 40, Number 2May, 1996 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447369 Views: 40Total views on this site Citations: 55Citations are reported from Crossref Copyright 1996 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Sarah A. ALKHODAİR A SENTIMENT ANALYSIS-BASED SMARTPHONE APPLICATION TO CONTINUOUSLY ASSESS STUDENTS’ FEEDBACK AND MONITOR THE QUALITY OF COURSES AND THE LEARNING EXPERIENCE IN EDUCATIONAL INSTITUTIONS, IJAEDU- International E-Journal of Advances in Education (Mar 2023).https://doi.org/10.18768/ijaedu.1256188Siu‐Cheung Kong, Ming Lai Effects of a teacher development program on teachers' knowledge and collaborative engagement, and students' achievement in computational thinking concepts, British Journal of Educational Technology 54, no.22 (Jul 2022): 489–512.https://doi.org/10.1111/bjet.13256Marah Sutherland, Ben Clarke, Derek B. Kosty, Scott K. Baker, Christian T. Doabler, Keith Smolkowski, Hank Fien, and Joanna Goode Investigating the Interaction between Teacher Mathematics Content Knowledge and Curriculum on Instructional Behaviors and Student Achievement, The Elementary School Journal 123, no.22 (Oct 2022): 292–317.https://doi.org/10.1086/721877Carrie Ballantyne, Claire Wilson, Martin K. Toye, Karri Gillespie-Smith Knowledge and barriers to inclusion of ASC pupils in Scottish mainstream schools: a mixed methods approach, International Journal of Inclusive Education 7 (Feb 2022): 1–20.https://doi.org/10.1080/13603116.2022.2036829Michael Crouch, Tuan D. Nguyen Examining Teacher Characteristics, School Conditions, and Attrition Rates at the Intersection of School Choice and Rural Education, Journal of School Choice 15, no.22 (Mar 2020): 268–294.https://doi.org/10.1080/15582159.2020.1736478Olivia Fitzmaurice, Richard Walsh, Kevin Burke The ‘Mathematics Problem’ and preservice post primary mathematics teachers – analysing 17 years of diagnostic test data, International Journal of Mathematical Education in Science and Technology 52, no.22 (Nov 2019): 259–281.https://doi.org/10.1080/0020739X.2019.1682700Charalambos Y. Charalambous, Heather C. Hill, Mark J. Chin, Daniel McGinn Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning, Journal of Mathematics Teacher Education 23, no.66 (Aug 2019): 579–613.https://doi.org/10.1007/s10857-019-09443-2Ben Kelcey, Heather C. Hill, Mark J. Chin Teacher mathematical knowledge, instructional quality, and student outcomes: a multilevel quantile mediation analysis, School Effectiveness and School Improvement 30, no.44 (Mar 2019): 398–431.https://doi.org/10.1080/09243453.2019.1570944Heather C. Hill, Charalambos Y. Charalambous, Mark J. Chin , Educational Policy 33, no.77 ( 2019): 1103.https://doi.org/10.1177/0895904818755468Sajitha Bashir, Marlaine Lockheed, Elizabeth Ninan, Jee-Peng Tan A Focus on Learning, (Oct 2018): 53–144.https://doi.org/10.1596/978-1-4648-1260-6_ch2Darrell M. Hull, Krystal M. Hinerman, Sarah L. Ferguson, Qi Chen, Emma I. Näslund-Hadley Teacher-Led Math Inquiry: A Cluster Randomized Trial in Belize, Educational Evaluation and Policy Analysis 40, no.33 (Apr 2018): 336–358.https://doi.org/10.3102/0162373718768430Habtamu Fuje, Prateek Tandon When do in-service teacher training and books improve student achievement? Experimental evidence from Mongolia, Review of Development Economics 22, no.33 (Jun 2018): 1360–1383.https://doi.org/10.1111/rode.12387Johan Coenen, Ilja Cornelisz, Wim Groot, Henriette Maassen van den Brink, Chris Van Klaveren TEACHER CHARACTERISTICS AND THEIR EFFECTS ON STUDENT TEST SCORES: A SYSTEMATIC REVIEW, Journal of Economic Surveys 32, no.33 (May 2017): 848–877.https://doi.org/10.1111/joes.12210Maria Teresa Tatto The Mathematical Education of Secondary Teachers, (Aug 2018): 409–450.https://doi.org/10.1007/978-3-319-92144-0_14Maria Teresa Tatto , ( 2018): 205.https://doi.org/10.1007/978-3-319-92144-0_8Hong Qian, Peter Youngs The effect of teacher education programs on future elementary mathematics teachers’ knowledge: a five-country analysis using TEDS-M data, Journal of Mathematics Teacher Education 19, no.44 (Jan 2015): 371–396.https://doi.org/10.1007/s10857-014-9297-0Darrell M. Hull, Dana D. Booker, Emma I. Näslund-Hadley Teachers' self-efficacy in Belize and experimentation with teacher-led math inquiry, Teaching and Teacher Education 56 (May 2016): 14–24.https://doi.org/10.1016/j.tate.2016.01.026Laura M. Desimone, Eric D. Hochberg, Jennifer Mcmaken Teacher Knowledge and Instructional Quality of Beginning Teachers: Growth and Linkages, Teachers College Record: The Voice of Scholarship in Education 118, no.55 (May 2016): 1–54.https://doi.org/10.1177/016146811611800507Marissa Rollnick, Elizabeth Mavhunga The Place of Subject Matter Knowledge in Teacher Education, (May 2016): 423–452.https://doi.org/10.1007/978-981-10-0366-0_11David M. Quinn Black–White Summer Learning Gaps, Educational Evaluation and Policy Analysis 37, no.11 (Mar 2015): 50–69.https://doi.org/10.3102/0162373714534522Sheikh Asadullah Effects of Teacher Training on Secondary Teachers’ Mathematical Content Knowledge in Dhaka, Bangladesh, International Journal of Innovation and Economic Development 2, no.55 (Jan 2015): 40–55.https://doi.org/10.18775/ijied.1849-7551-7020.2015.25.2005Claudia Vásquez, Ángel Alsina Evaluation of Teaching and Mathematical Knowledge in Primary Teachers for the Teaching of Probability, Procedia - Social and Behavioral Sciences 141 (Aug 2014): 691–696.https://doi.org/10.1016/j.sbspro.2014.05.121Philip M. Sadler, Gerhard Sonnert, Harold P. Coyle, Nancy Cook-Smith, Jaimie L. Miller The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms, American Educational Research Journal 50, no.55 (Oct 2013): 1020–1049.https://doi.org/10.3102/0002831213477680Gibbs Y. Kanyongo, Launcelot I. Brown Relationship between Pedagogical Strategies and Teachers' Content Knowledge of Mathematics, African Journal of Research in Mathematics, Science and Technology Education 17, no.1-21-2 (Sep 2013): 106–112.https://doi.org/10.1080/10288457.2013.828404Philip M. Sadler, Harold Coyle, Nancy Cook Smith, Jaimie Miller, Joel Mintzes, Kimberly Tanner, John Murray, Hannah Sevian Assessing the Life Science Knowledge of Students and Teachers Represented by the K–8 National Science Standards, CBE—Life Sciences Education 12, no.33 (Sep 2013): 553–575.https://doi.org/10.1187/cbe.12-06-0078Federick J. Ngo The distribution of pedagogical content knowledge in Cambodia: Gaps and thresholds in math achievement, Educational Research for Policy and Practice 12, no.22 (May 2012): 81–100.https://doi.org/10.1007/s10671-012-9133-1Yasemin Copur-Gencturk, Sarah T. Lubienski Measuring mathematical knowledge for teaching: a longitudinal study using two measures, Journal of Mathematics Teacher Education 16, no.33 (Dec 2012): 211–236.https://doi.org/10.1007/s10857-012-9233-0Jürgen Baumert, Mareike Kunter The Effect of Content Knowledge and Pedagogical Content Knowledge on Instructional Quality and Student Achievement, (Mar 2013): 175–205.https://doi.org/10.1007/978-1-4614-5149-5_9Jeffery H. Marshall, M. Alejandra Sorto The effects of teacher mathematics knowledge and pedagogy on student achievement in rural Guatemala, International Review of Education 58, no.22 (Feb 2012): 173–197.https://doi.org/10.1007/s11159-012-9276-6Denis Newman, Pamela B Finney, Steve Bell, Herb Turner, Andrew P Jaciw, Jenna L. Zacamy, Laura Feagans Gould Evaluation of the Effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI), SSRN Electronic Journal (Jan 2012).https://doi.org/10.2139/ssrn.2511347Robert N. Ronau, Christopher R. Rakes A Comprehensive Framework for Teacher Knowledge (CFTK), (Jan 2012): 59–102.https://doi.org/10.4018/978-1-60960-750-0.ch004Maria Teresa Tatto Reimagining the Education of Teachers: The Role of Comparative and International Research, Comparative Education Review 55, no.44 (Jul 2015): 495–516.https://doi.org/10.1086/661769Valerie E. Lee and Tia Linda Zuze School Resources and Academic Performance in Sub-Saharan Africa, Comparative Education Review 55, no.33 (Jul 2015): 369–397.https://doi.org/10.1086/660157Edward C. Fletcher ., Kathy Mountjoy, Glenn Bailey Examining the Level of Content Knowledge of Recent Business Education Graduates, Career and Technical Education Research 36, no.11 (Aug 2011): 27–47.https://doi.org/10.5328/cter36.1.27Noel F. McGinn, Ernesto Schiefelbein F. Learning how teachers learn in underdeveloped countries, PROSPECTS 40, no.44 (Nov 2010): 431–445.https://doi.org/10.1007/s11125-010-9167-1David E. Kanter, Spyros Konstantopoulos The impact of a project-based science curriculum on minority student achievement, attitudes, and careers: The effects of teacher content and pedagogical content knowledge and inquiry-based practices, Science Education 94, no.55 (Mar 2010): 855–887.https://doi.org/10.1002/sce.20391Nicole Shechtman, Jeremy Roschelle, Geneva Haertel, Jennifer Knudsen Investigating Links from Teacher Knowledge, to Classroom Practice, to Student Learning in the Instructional System of the Middle-School Mathematics Classroom, Cognition and Instruction 28, no.33 (Jul 2010): 317–359.https://doi.org/10.1080/07370008.2010.487961Jürgen Baumert, Mareike Kunter, Werner Blum, Martin Brunner, Thamar Voss, Alexander Jordan, Uta Klusmann, Stefan Krauss, Michael Neubrand, Yi-Miau Tsai Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress, American Educational Research Journal 47, no.11 (Jun 2017): 133–180.https://doi.org/10.3102/0002831209345157Jeffery H. Marshall School quality and learning gains in rural Guatemala, Economics of Education Review 28, no.22 (Apr 2009): 207–216.https://doi.org/10.1016/j.econedurev.2007.10.009Maria Teresa Tatto Teacher policy: a framework for comparative analysis, PROSPECTS 38, no.44 (Mar 2009): 487–508.https://doi.org/10.1007/s11125-009-9088-zHeather C. Hill, Merrie L. Blunk, Charalambos Y. Charalambous, Jennifer M. Lewis, Geoffrey C. Phelps, Laurie Sleep, Deborah Loewenberg Ball Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study, Cognition and Instruction 26, no.44 (Sep 2008): 430–511.https://doi.org/10.1080/07370000802177235Cathy Cavanaugh, Kathy Jo Gillan, Jan Bosnick, Melinda Hess, Heather Scott Effectiveness of Interactive Online Algebra Learning Tools, Journal of Educational Computing Research 38, no.11 (Feb 2008): 67–95.https://doi.org/10.2190/EC.38.1.dHeather C. Hill, Sarah Theule Lubienski Teachers' Mathematics Knowledge for Teaching and School Context, Educational Policy 21, no.55 (Oct 2007): 747–768.https://doi.org/10.1177/0895904807307061 References, Measurement: Interdisciplinary Research and Perspectives 5, no.2-32-3 (Dec 2007): 128–130.https://doi.org/10.1080/15366360701487179Heather C. Hill Mathematical Knowledge of Middle School Teachers: Implications for the No Child Left Behind Policy Initiative, Educational Evaluation and Policy Analysis 29, no.22 (Nov 2016): 95–114.https://doi.org/10.3102/0162373707301711Letitia Hochstrasser Fickel Teachers, Tundra, and Talking Circles: Learning History and Culture in an Alaska Native Village, Theory & Research in Social Education 33, no.44 (Sep 2005): 476–507.https://doi.org/10.1080/00933104.2005.10473292Suzanne H. Carreker, Paul R. Swank, Lynn Tillman-Dowdy, Graham F. Neuhaus, Mary Jo Monfils, Mary Lou Montemayor, Paul Johnson Language Enrichment Teacher Preparation and Practice Predicts Third Grade Reading Comprehension, Reading Psychology 26, no.4-54-5 (Sep 2005): 401–432.https://doi.org/10.1080/02702710500285771Heather C. Hill, Brian Rowan, Deborah Loewenberg Ball Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement, American Educational Research Journal 42, no.22 (Jun 2016): 371–406.https://doi.org/10.3102/00028312042002371Laura M. Desimone, Thomas Smith, David Baker, Koji Ueno Assessing Barriers to the Reform of U.S. Mathematics Instruction From an International Perspective, American Educational Research Journal 42, no.33 (Jun 2016): 501–535.https://doi.org/10.3102/00028312042003501Letitia Hochstrasser Fickel Quality Professional Development: Suggestions about Process and Content, The Educational Forum 67, no.11 (Mar 2003): 47–54.https://doi.org/10.1080/00131720208984533M.T. Tatto The value and feasibility of evaluation research on teacher development: contrasting experiences in Sri Lanka and Mexico, International Journal of Educational Development 22, no.66 (Nov 2002): 637–657.https://doi.org/10.1016/S0738-0593(01)00032-3Lou L. Sabina, Katherine A. Curry, Edward L. Harris, Bernita L. Krumm, Vallory Vencill Assessing the Performance of a Cohort-Based Model Using Domestic and International Practices, (): 256–272.https://doi.org/10.4018/978-1-5225-0445-0.ch016Lou L. Sabina, Katherine A. Curry, Edward L. Harris, Bernita L. Krumm, Vallory Vencill Assessing the Performance of a Cohort-Based Model Using Domestic and International Practices, (): 765–781.https://doi.org/10.4018/978-1-5225-0978-3.ch035Lou L. Sabina, Katherine A. Curry, Edward L. Harris, Bernita L. Krumm, Vallory Vencill Assessing the Performance of a Cohort-Based Model Using Domestic and International Practices, (): 913–929.https://doi.org/10.4018/978-1-5225-1624-8.ch044Edward C. Fletcher, Chris Zirkle Career and Technical Education’s Role in Alternative Teacher Licensure, (): 84–102.https://doi.org/10.4018/978-1-61520-747-3.ch006