The nature of teachers' pedagogical content beliefs matters for students' achievement gains: Quasi-experimental evidence from elementary mathematics.

Fritz C. Staub · Elsbeth Stern

580 citations0/0 files storedJournal of Educational Psychology

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Mathematics Education and Teaching Techniques Education, Achievement, and Giftedness School Choice and Performance

Abstract

Author: Staub, Fritz C. et al.; Genre: Journal Article; Issued: 2002; Title: The nature of teachers' pedagogical content beliefs matters for students' achievement gains: Quasi-experimental evidence from elementary mathematics

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 580 citations exist upstream.

References

1987Knowledge and Teaching:Foundations of the New Reform 1992Handbook of research on mathematics teaching and learning 2014The Nature of Expertise 1989Rousing minds to life: teaching, learning, and schooling in social context 2006Teachers’ Beliefs and Conceptions: A Synthesis of the Research 1996Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms 2006Teachers’ Knowledge and Its Impact 1999Tacit Knowledge in Professional Practice

Cited by

2008Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration 2019The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality 2011Assessing teacher candidates' general pedagogical/psychological knowledge: Test construction and validation.2012Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations 2013

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.