The Contribution of Training and Subject Matter Knowledge to Teaching Effectiveness: A Multilevel Analysis of Longitudinal Evidence from Belize.

Mullens, John E.; And Others

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Peer reviewed

ERIC Number: EJ526508

Record Type: Journal

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0010-4086

EISSN: N/A

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The Contribution of Training and Subject Matter Knowledge to Teaching Effectiveness: A Multilevel Analysis of Longitudinal Evidence from Belize.

Mullens, John E.; And Others

Comparative Education Review, v40 n2 p139-57 May 1996

Measures of mathematics achievement were administered to 1,043 Belize 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. (SV)

Descriptors: Elementary Education, Elementary School Teachers, Foreign Countries, Grade 3, Knowledge Base for Teaching, Mathematics Achievement, Rural Urban Differences, Teacher Education, Teacher Effectiveness, Teacher Qualifications

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Belize

Grant or Contract Numbers: N/A

Author Affiliations: N/A