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Session Type: Symposium
Evaluating teachers according to pupils’ achievement is becoming standard practice across the world. This practice has raised concerns among the education research community primarily because it ignores the conditioning influence of the school context on teacher performance. This transformation on how we value the work of teachers is occurring at a time when new recruits increasingly come from different routes and bring into teaching a wide variation in their knowledge and skills. This symposium presents the methodological challenges in designing a research study to explore novice teachers’ effectiveness when teaching mathematics in high stakes environments across fifteen countries. The discussion addresses alternatives to the current simplistic value added models and the development of a research foundation for evidence-based professional development.
The Development and Assessment of Mathematical Teaching Expertise: Educational and Scientific Importance of the Study - Maria Teresa Tatto, Michigan State University; Mark D. Reckase, Michigan State University; Michael C. Rodriguez, University of Minnesota; Kiril Bankov, University of Sofia; Wendy M. Smith, University of Nebraska - Lincoln
Novice Teachers' Mathematical Knowledge for Teaching: Conceptualizing, Measuring, and Reporting on Pilot Results - Kiril Bankov, University of Sofia; Michael C. Rodriguez, University of Minnesota
Conceptualizing and Measuring Opportunities to Learn and the Contexts of Teaching - Michael C. Rodriguez, University of Minnesota; Maria Teresa Tatto, Michigan State University
Novice Mathematics Teachers' Enacted Practices: Developing an Observation Protocol to Use in International Settings - Wendy M. Smith, University of Nebraska - Lincoln; Maria Teresa Tatto, Michigan State University
Conceptualizing and Measuring Teaching Quality and Effectiveness - Mark D. Reckase, Michigan State University; Maria Teresa Tatto, Michigan State University; Michael C. Rodriguez, University of Minnesota