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Development and use of a test instrument to measure biology teachers’ content knowledge (CK) and pedagogical content knowledge (PCK)
16 references·6 citing·30 second hop
Development and use of a test instrument to measure biology teachers’ content knowledge (CK) and pedagogical content knowledge (PCK) (2013)Development and use of a test instrument …Handbook of Research on Science Education (2013)Handbook of Research on Scien…Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Teachers’ Mathematical Knowle…Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students (2008)Unpacking Pedagogical Content…Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Nature, Sources, and Developm…Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement (2005)Effects of Teachers’ Mathemat…Applying the Rasch Model: Fundamental Measurement in the Human Sciences (2004)Applying the Rasch Model: Fun…Teacher Characteristics and Student Achievement Gains: A Review (2003)Teacher Characteristics and S…Applying the Rasch Model: Fundamental Measurement in the Human Sciences (2003)Applying the Rasch Model: Fun…A Revision of Bloom's Taxonomy: An Overview (2002)A Revision of Bloom's Taxonom…The making of a teacher: teacher knowledge and teacher education (1991)The making of a teacher: teac…Knowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Becoming a strategic reader (1983)Becoming a strategic readerA Rating Formulation for Ordered Response Categories (1978)A Rating Formulation for Orde…Principles of Instructional Design (1974)Principles of Instructional D…Probabilistic Models for Some Intelligence and Attainment Tests (1961)Probabilistic Models for Some…A proficiency model for pre‐service physics teachers' pedagogical content knowledge ( PCK )—What constitutes high‐level PCK ? (2022)A proficiency model for pre‐s…Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance (2017)Using doubly latent multileve…Structure and development of pre-service physics teachers’ professional knowledge (2017)Structure and development of …Effects of Cognitive Activation in Biology Lessons on Students’ Situational Interest and Achievement (2016)Effects of Cognitive Activati…Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement (2016)Effects of biology teachers’ …Effectiveness of a curricular and professional development intervention at improving elementary teachers' science content knowledge and student achievement outcomes: Year 1 results (2014)Effectiveness of a curricular…ESTIMATION OF LATENT ABILITY USING A RESPONSE PATTERN OF GRADED SCORES1 (1968)A Generalized Partial Credit Model: Application of an EM Algorithm (1992)The Rasch measurement model in rheumatology: What is it and why use it? When should it be applied, and what should one look for in a Rasch paper? (2007)Handbook of research on teaching (1986)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Pygmalion in the classroom (1968)Human Characteristics and School Learning (1979)Stories of Experience and Narrative Inquiry (1990)1. Toward a Theory of Culturally Relevant Pedagogy (1995)Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain (1956)A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives (2001)The essential elements of team‐based learning (2008)Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology (2011)Enhancing Student Engagement Using the Flipped Classroom (2014)Relationships of Knowledge and Practice: Teacher Learning in Communities (1999)The Work of Teaching and the Challenge for Teacher Education (2009)Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 (2009)A conceptual framework for integrated STEM education (2016)The systematic design of instruction (1978)Toward a design theory of problem solving (2000)Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Development of the Patient Activation Measure (PAM): Conceptualizing and Measuring Activation in Patients and Consumers (2004)Scaling of Theory-of-Mind Tasks (2004)Validity and reliability of measurement instruments used in research (2008)A Rasch Model for Partial Credit Scoring (1982)Developing the World Health Organization Disability Assessment Schedule 2.0 (2010)
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References

  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1987Knowledge and Teaching:Foundations of the New Reform16,774 cited
  • 2002A Revision of Bloom's Taxonomy: An Overview7,800 cited
  • 1961Probabilistic Models for Some Intelligence and Attainment Tests6,956 cited
  • 2003Applying the Rasch Model: Fundamental Measurement in the Human Sciences4,492 cited
  • 1974Principles of Instructional Design4,479 cited
  • 2013Handbook of Research on Science Education4,449 cited
  • 1978A Rating Formulation for Ordered Response Categories2,975 cited
  • 2005Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement2,810 cited
  • 1991The making of a teacher: teacher knowledge and teacher education2,283 cited
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  • 2004Applying the Rasch Model: Fundamental Measurement in the Human Sciences1,989 cited
  • 2008Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students1,679 cited
  • 2006Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching1,646 cited
  • 1983Becoming a strategic reader

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1,352 cited
  • 2003Teacher Characteristics and Student Achievement Gains: A Review1,281 cited
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    • 2014Effectiveness of a curricular and professional development intervention at improving elementary teachers' science content knowledge and student achievement outcomes: Year 1 results110 cited
    • 2017Structure and development of pre-service physics teachers’ professional knowledge108 cited
    • 2016Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement103 cited
    • 2016Effects of Cognitive Activation in Biology Lessons on Students’ Situational Interest and Achievement73 cited
    • 2017Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance64 cited
    • 2022A proficiency model for pre‐service physics teachers' pedagogical content knowledge ( PCK )—What constitutes high‐level PCK ?62 cited