Teacher Evaluation, Ambitious Mathematics Instruction, and Mathematical Knowledge for Teaching: Evidence from Early-Career Teachers

Author:
Jihyun Kim Sungshin Women’s University, Seoul, South Korea

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Kenneth Frank Michigan State University

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Peter Youngs University of Virginia

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Serena Salloum Ball State University

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Kristen Bieda Michigan State University

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Volume/Issue:
Volume 53: Issue 3
Page(s):
181–203
DOI:
https://doi.org/10.5951/jresematheduc-2020-0093
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Keywords:
Teacher evaluation; Ambitious mathematics instruction; Mathematical knowledge for teaching

Teacher evaluation policies have been central to policy efforts to enhance teaching quality. At the same time, ambitious mathematics instruction has been emphasized by teacher education programs as well as by the Common Core State Standards. Drawing on observation and survey data from early-career teachers, this study examines how teachers’ perceived pressure of teacher evaluation policies shape their ambitious mathematics instruction. We found that teachers who perceived a strong pressure of teacher evaluation on their instructional practices tended to move further away from enacting ambitious mathematics instruction. Moreover, the negative association between the pressure of teacher evaluation and ambitious instruction was stronger for teachers with a high level of mathematical knowledge for teaching.

Contributor Notes

Jihyun Kim, College of Education, Sungshin Women’s University, Seoul 02844, South Korea; toveave@gmail.com

Kenneth Frank, College of Education, Michigan State University, East Lansing, MI 48864; kenfrank@msu.edu

Peter Youngs, School of Education and Human Development, University of Virginia, Charlottesville, VA 22903; pay2n@virginia.edu

Serena Salloum, Teachers College, Ball State University, Muncie, IN 47306; sjsalloum@bsu.edu

Kristen Bieda, College of Education, Michigan State University, East Lansing, MI 48864; kbieda@msu.edu

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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2022
Page Count:
24
Article Category:
Research Article
Received:
25 Dec 2020
Accepted:
02 Jul 2021
Print Publication Date:
01 May 2022
Online Publication Date:
May 2022
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