Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice

Item

Title: Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice
Abstract/Description: This article provides a longitudinal examination of how changes in more than 200 middle-grades mathematics teachers’ instructional practices related to their (a) mathematical knowledge for teaching (MKT) and (b) instructional vision. Results of this multilevel regression analysis suggest that MKT and instructional vision are related to instruction in different ways. On average, MKT scores were positively related to the current year’s quality of instruction but not to growth, whereas instructional vision was positively related to growth in instructional quality. Additionally, the analyses revealed different patterns of change depending on teachers’ instructional vision and practice at the outset of the study.
Author/creator: Munter, Charles; Correnti, Richard
Date: 2017
In publication: American Journal of Education
Volume: 123
Issue: 2
Pages: 171-202
Resource type: en Research/Scholarly Media
Resource status/form: en Published Text
Scholarship genre: en Empirical
Open access/full-text available: en No
Peer reviewed: en Yes
ISSN: 0195-6744
DOI: 10.1086/689928
URL: Official Publisher's Webpage (The University of Chicago Press Journals)
Citation: Munter, C., & Correnti, R. (2017). Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice. American Journal of Education, 123(2), 171–202. https://doi.org/10.1086/689928
Cited in: Classroom Teaching and Learning as the Focus for Improvement Research

Item sets: Handbook Chapter 7 Citations

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