阅读(过程)
内容(测量理论)
数学教育
心理学
构造(python库)
教师教育
体验式学习
教育学
内容分析
社会学
数学
计算机科学
社会科学
政治学
数学分析
程序设计语言
法学
作者
Rebecca Lee Payne Jordan,Mary Bratsch‐Hines,Lynne Vernon‐Feagans
标识
DOI:10.1016/j.tate.2018.05.002
摘要
Although often assessed as one construct, teachers have been shown to draw on both content and pedagogical content knowledge as they teach reading. Factor analysis on sixty-six primary teachers in rural low-wealth districts illustrated that teacher knowledge of reading can be distinguished separately as content and pedagogical content knowledge, with teachers having roughly equal levels of knowledge across domains. Multiple regression analyses demonstrated teaching experience was the only teacher characteristic to be significantly associated with both domains of teacher knowledge, implicating the necessity of increasing experiential learning components in teacher education.
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