Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship
Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship
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教师知识、课程材料和教学质量：解开复杂的关系
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
H. Hill
中科院分区：
文献类型：
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作者：
Charalambos Y. Charalambous;H. Hill
本期提出的一组论文包括一个多案例研究，涉及教学资源（教师知识和课程材料），以了解它们如何单独和共同促进教学质量。我们通过比较具有不同数学知识的教师所教授的课程来进行这一调查，这些教师使用相同或不同版本的基于美国标准的课程。这篇介绍性论文通过概述指导探索的分析框架并详细说明解决研究问题的方法来定位接下来四篇案例研究论文中报告的工作。
The set of papers presented in this issue comprise a multiple-case study which attends to instructional resources—teacher knowledge and curriculum materials—to understand how they individually and jointly contribute to instructional quality. We approach this inquiry by comparing lessons taught by teachers with differing mathematical knowledge for teaching who were using either the same or different editions of a US Standards-based curriculum. This introductory paper situates the work reported in the next four case-study papers by outlining the analytic framework guiding the exploration and detailing the methods for addressing the research questions.