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

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 t...

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Bibliographic Details
Published in:Journal for research in mathematics education 2022-05, Vol.53 (3), p.181-203
Main Authors: Kim, Jihyun, Frank, Kenneth, Youngs, Peter, Salloum, Serena, Bieda, Kristen
Format: Article
Language:English
Subjects:
Beginning Teachers
Common Core State Standards
Educational Policy
Elementary School Mathematics
Elementary School Teachers
Evaluation
Knowledge Base for Teaching
Mathematical analysis
Mathematics education
Mathematics Instruction
Mathematics teachers
Policies
Quality of education
Social Influences
Teacher Attitudes
Teacher Evaluation
Teacher evaluations
Teachers
Teaching Methods
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Summary: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.
ISSN:0021-8251
1945-2306
DOI:10.5951/jresematheduc-2020-0093