Teachers' mathematics knowledge for teaching and school context: A study of California teachers

Educational Policy

Volumn 21, Issue 5, 2007, Pages 747-768

  Hill, Heather C ^a   Lubienski, Sarah Theule ^b  

^a HARVARD UNIVERSITY   (United States)

^b UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

Student demographics; Teacher knowledge

Indexed keywords

EID: 35148820210     PISSN: 08959048     EISSN: None     Source Type: Journal    
DOI: 10.1177/0895904807307061     Document Type: Article

References (44)

1. Ball, D.L. (1993 a). Halves, pieces, and twoths: Constructing and using representational contexts in teaching fractions. In T. P. Carpenter, E. Fennema, & T. A. Romberg (Eds.), Rational numbers: An integration of research (pp. 157-196). Hillsdale, NJ: Lawrence Erlbaum.
2. Ball, D.L. (1993 b). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. Elementary School Journal, 93, 373-397.
3. Ball, D.L., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on the teaching and learning of mathematics (pp. 83-104). Westport, CT: Ablex.
4. Ball, D.L., & Bass, H. (2003). Making mathematics reasonable in school. In G. Martin (Ed.), Research compendium for the Principles and Standards for School Mathematics (pp. 27-44). Reston, VA: National Council of Teachers of Mathematics.
5. Ball, D.L., Lubienski, S., & Mewborn, D. (2001). Research on teaching mathematics: The unsolved problem of teachers' mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4 th ed., pp. 433-456). New York: Macmillan.
6. Braswell, J.S., Daane, M.C., & Grigg, W.S. (2003). The nation's report card: Mathematics highlights 2003 (NCES 2004-451). Washington, DC: U.S. Department of Education, Institute for Education Sciences, National Center for Education Statistics.
7. Bryk, A.S., & Raudenbush, S.W. (1988). Hierarchical linear models. Newbury Park, CA: Sage.
8. Carpenter, T.P., Fennema, E., Peterson, P.L., Chiang, C.-P., & Loef, M. (1989). Using knowledge of children's mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26, 499-531.
9. Cohen, D.K., & Hill, H.C. (2001). Learning policy: When state education reform works. New Haven, CT: Yale University Press.
10. Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey-Bass.
11. Ferguson, R.F. (1991). Paying for public education: New evidence on how and why money matters. Harvard Journal on Legislation, 28, 458-498.
12. Ferguson, R.F. (1998). Can schools narrow the Black-White test score gap? In C. Jencks & M. Phillips (Eds.), The Black-White test score gap (pp. 318-374). Washington, DC: Brookings Institution.
13. Gndara, P., Rumberger, R., Maxwell-Jolly, J., & Callahan, R. (2003, October 7). English learners in California schools: Unequal resources, unequal outcomes. Education Policy Analysis Archives, 11. Retrieved October 15, 2003, from http://epaa.asu.edu/epaa/v11n36/
14. Greenwald, R., Hedges, L., & Laine, R. (1996). The effect of school resources on school achievement. Review of Educational Research, 66, 361-396.
15. Hanushek, E.A. (1996). A more complete picture of school resource policies. Review of Educational Research, 66, 397-409.
16. Harbison, R.W., & Hanushek, E.A. (1992). Educational performance for the poor: Lessons from rural northeast Brazil. Oxford, UK: Oxford University Press.
17. Hill, H.C. (2002). Cognitive tracing study: Validity of items in representing teachers' thinking. Ann Arbor, MI: Study of Instructional Improvement.
18. Hill, H.C., Rowan, B., & Ball, D.L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42, 371-406.
19. Hill, H.C., Schilling, S.G., & Ball, D.L. (2004). Developing measures of teachers' mathematics knowledge for teaching. Elementary School Journal, 105, 11-30.
20. Jencks, C., & Phillips, M. (Eds.). (1998). The Black-White test score gap. Washington, DC: Brookings Institution.
21. Lamon, S.J. (1999). Teaching fractions and ratios for understanding: Essential content knowledge and instruction strategies for teachers. Mahwah, NJ: Lawrence Erlbaum.
22. Lampert, M. (2001). Teaching problems. New Haven, CT: Yale University Press.
23. Lee, J. (2002). Racial and ethnic achievement gap trends: Reversing the progress toward equity? Educational Researcher, 31, 3-12.
24. Leinhardt, G., & Smith, D.A. (1985). Expertise in mathematics instruction: Subject matter knowledge. Journal of Educational Psychology, 77, 247-271.
25. Loeb, S., & Reininger, M. (2004). Public policy and teacher labor markets: What we know and why it matters. East Lansing: Education Policy Center at Michigan State University.
26. Lubienski, S.T. (2002). A closer look at Black-White mathematics gaps: Intersections of race and SES in NAEP achievement and instructional practices data. Journal of Negro Education, 71 (4). 269-287.
27. Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum.
28. Madfes, T., Montell, F., & Rosen, R. (2002). Independent evaluator: California professional development institutes, mathematics. San Francisco: WestEd.
29. McCutchen, D., Harry, D.R., & Cox, S. (2002). Reading teachers knowledge of children's literature and English phonology. Annals of Dyslexia, 52, 207-228.
30. Moats, L. (1994). The missing foundation in teacher education: Knowledge of the structure of spoken and written language. Annals of Dyslexia, 44, 81-102.
31. Monk, D.H. (1994). Subject area preparation of secondary mathematics and science teachers and student achievement. Economics of Education Review, 13, 125-145.
32. Mullens, J.E., Murnane, R.J., & Willett, J.B. (1996). The contribution of training and subject matter knowledge to teaching effectiveness: A multilevel analysis of longitudinal evidence from Belize. Comparative Education Review, 40, 139-157.
33. Oakes, J. (1990). Multiplying inequalities: The effects of race, social class, and tracking on opportunities to learn mathematics and science. Santa Monica, CA: RAND.
34. Phelps, G., & Schilling, S. (2004). Developing measures of content knowledge for teaching reading. Elementary School Journal, 105 (1). 31-49.
35. Phillips, M., Brooks-Gunn, J., Duncan, G.J., Klebanov P., & Crane J. (1998). Family background, parenting practices and the Black-White test score gap. In C. Jencks & M. Phillips (Eds.), The Black-White test score gap (pp. 103-148). Washington, DC: Brookings Institution.
36. Powers, J.M. (2004). Increasing equity and increasing school performance-Conflicting or compatible goals?: Addressing the issues in Williams v. State of California. Education Policy Analysis Archives, 12. Retrieved March 5, 2004, from http://epaa.asu.edu/epaa/v12n10/
37. Rowan, B., Chiang, F., & Miller, R.J. (1997). Using research on employees' performance to study the effects of teachers on students' achievement. Sociology of Education, 70, 256-284.
38. Rowan, B., Correnti, R., & Miller, R.J. (2002). What large-scale survey research tells us about teacher effects on student achievement: Insights from the Prospects Study of Elementary schools. Teachers College Record, 104, 1525-1567.
39. Sanders, W.L., & Horn, S.P. (1998). Research findings from the Tennessee Value-Added Assessment System (TVAAS) database: Implications for educational evaluation and research. Journal of Personnel Evaluation in Education, 12, 247-256.
40. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
41. Simon, M.A., & Blume, G.W. (1994). Building and understanding multiplicative relationships: A study of prospective elementary teachers. Journal for Research in Mathematics Education, 25, 472-494.
42. Strutchens, M., Lubienski, S.T., McGraw, R., & Westbrook, S.K. (2004). NAEP findings regarding race/ethnicity: Students' performance, school experiences, attitudes/beliefs and family influences. In P. Kloosterman & F. K. Lester Jr. (Eds.), Results and interpretations of the 1990 through 2000 mathematics assessments of the National Assessment of Educational Progress (pp. 269-304). Reston, VA: National Council of Teachers of Mathematics.
43. Thompson, P., & Thompson, A. (1994). Talking about rates conceptually, Part I: A teachers' struggle. Journal for Research in Mathematics Education, 25, 279-303.
44. Wilson, S.M., & Wineburg, S. (1988). Peering at history through different lenses: The role of disciplinary perspectives in teaching history. Teachers College Record, 89, 525-539.