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

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  • 1 Sungshin Women’s University, Seoul, South Korea
  • | 2 Michigan State University
  • | 3 University of Virginia
  • | 4 Ball State University

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

Journal for Research in Mathematics Education
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