Teacher Mathematical Knowledge, Instructional Quality, and Student Outcomes: A Multilevel Mediation Analysis.
Teacher Mathematical Knowledge, Instructional Quality, and Student Outcomes: A Multilevel Mediation Analysis.
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教师数学知识、教学质量和学生成绩：多层次中介分析。
DOI：
10.1080/09243453.2019.1570944
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发表时间：
2019
影响因子：
3
通讯作者：
Chin, M.
中科院分区：
文献类型：
--
作者：
Kelcey, B.;Hill, H.;Chin, M.
在这项研究中，我们复制和扩展以前的工作，调查在何种程度上特定内容和非特定内容的教学措施调解教师知识和学生成绩收益之间的关系。我们进一步探讨在何种程度上，课堂和地区的背景温和的个人和集体之间的连接结构。结果为教学的中介作用提供了额外但合格的支持--知识、教学和成绩之间存在显着的相关性，但这些相关性与学生、课堂、学校和学区之间的差异严重混淆。我们发现，课堂和地区的情况下发挥重要的，但不同的作用，在培养潜在的中介连接-地区的情况下，影响教学和成就之间的连接的性质，而课堂教学环境指导知识和教学之间的连接。我们还发现，知识必须是近端的教学领域，它支持协会出现。
In this study, we replicate and extend prior work that investigates the extent to which content-specific and non-content-specific measures of instruction mediate the relationships between teacher knowledge and student achievement gains. We further probe the extent to which classroom and district context moderate the individual and collective connections among the constructs. The results provide additional but qualified support for the mediating role of instruction – there are significant correlations among knowledge, instruction, and achievement, but these correlations are heavily conflated with differences among students, classrooms, schools, and districts. We find that classroom and district contexts play significant but different roles in cultivating the connections underlying mediation – district context influences the nature of the connections between instruction and achievement whereas classroom instructional context guides the connections between knowledge and instruction. We also find that knowledge must be proximal to the instructional domains it supports for associations to emerge.