Resources for teaching: Examining personal and institutional predictors of high-quality instruction
Principal Investigator(s): View help for Principal Investigator(s) Heather C. Hill, Harvard Graduate School of Education; David Blazar, University of Maryland College Park; Kathleen Lynch, Brown University
Version: View help for Version V1
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Project Citation:
Hill, Heather C., Blazar, David, and Lynch, Kathleen. Resources for teaching: Examining personal and institutional predictors of high-quality instruction. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2020-02-21. https://doi.org/10.3886/E117864V1
Project Description
Summary:
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Policymakers and researchers have for many years advocated disparate approaches to ensuring teachers deliver high-quality instruction, including requiring that teachers complete specific training requirements, possess a minimum level of content knowledge, and use curriculum materials and professional development resources available from schools and districts. In this paper, we investigate the extent to which these factors, which we conceptualize as resources for teaching, predict instructional quality in upper elementary mathematics classrooms. Results show that teachers’ mathematical knowledge and their district context explained a moderate share of the variation in mathematics-specific teaching dimensions; other factors, such as teacher experience, preparation, non-instructional work hours, and measures of the school environment, explained very little variation in any dimension.
Scope of Project
Subject Terms:
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teachers
Geographic Coverage:
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United States
Data Type(s):
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administrative records data;
observational data;
survey data
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