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

While teacher evaluation policies have been central to efforts to enhance teaching quality over the past decade, little is known about how teachers change their instructional practices in response to such policies. To address this question, this paper drew on classroom observation and survey data to examine how early career teachers’ (ECTs’) perceptions of pressure associated with teacher evaluation policies seemed to affect their enactment of ambitious mathematics instruction. As part of our analysis, we also considered the role that mathematical knowledge for teaching (MKT) and school norms regarding teaching mathematics shape the potential influence of teacher evaluation policies on ECTs’ instructional practices. Understanding how the confluence of these factors is associated with teachers’ instruction provides important insights into how to improve teaching quality, which is one of the most important inputs for student learning.

Keywords
Teacher evaluation, mathematics instruction, school networks
Education level
Document Object Identifier (DOI)
10.26300/grt9-rg72

EdWorkingPaper suggested citation:

Kim, Jihyun, Ken Frank, Peter Youngs, Serena Salloum, and Kristen Bieda. (). Teacher Evaluation, Ambitious Mathematics Instruction, and Mathematical Knowledge for Teaching: Evidence from Early Career Teachers. (EdWorkingPaper: -231). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/grt9-rg72

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