The contribution of training and subject matter knowledge to teaching effectiveness: A multilevel analysis of longitudinal evidence from Belize
| dc.Institution | ||
| dc.contributor.author | Mullens, John E. | |
| dc.contributor.editor | ||
| dc.coverage.spatial | ||
| dc.date.accessioned | 2022-01-18T17:25:16Z | |
| dc.date.available | 2022-01-18T17:25:16Z | |
| dc.date.issued | May 1996 | |
| dc.description | ||
| dc.description.abstract | Measures of mathematics achievement were administered to 1,043 Belizean students at the beginning and end of third grade. Student learning of advanced mathematics concepts during the year was related to teacher knowledge of mathematics and mathematical ability but not to teacher pedagogical training. Student learning of basic concepts was not related to any indicator of teaching effectiveness | |
| dc.description.sponsorship | ||
| dc.description.sponsorship | ||
| dc.extent | pp. 139-157 | |
| dc.identifier.other | 172 | |
| dc.identifier.uri | https://hdl.handle.net/2139/52275 | |
| dc.publisher | ||
| dc.relation.ispartofseries | Comparative Education Review | |
| dc.relation.ispartofseries | vol. 40 | |
| dc.relation.ispartofseries | no. 2 | |
| dc.source | ||
| dc.source.uri | School of Education Library, UWISA - SERIALS | |
| dc.subject.other | Teacher effectiveness | |
| dc.title | The contribution of training and subject matter knowledge to teaching effectiveness: A multilevel analysis of longitudinal evidence from Belize | |
| dc.type |