The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms

By Philip M. Sadler, Gerhard Sonnert, Harold P. Coyle, Nancy Cook-Smith, Jaimie L. Miller. 2013

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Students’ Misconceptions and Other Difficulties in Introductory Programming (2017, background): “Teachers’ knowledge of student misconceptions and/or ability to assess students and reveal their misconceptions is thought to be important to effective teaching (Sadler et al. 2013).”
Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes (2018, background): “, 2013) although we also note that the two empirical studies of this area returned mixed results (Carpenter et al., 1988; Sadler et al., 2013).”
What Makes Great Teaching? Review of the Underpinning Research. (2014, background): “For example, Sadler et al (2013) tested a group of volunteer, experienced middle school (seventh and eighth grade) science teachers on their understanding of the content they were teaching and on the kinds of misconceptions they expected students to show.”
Teacher Knowledge Experiment: Testing Mechanisms Underlying the Formation of Preservice Elementary School Teachers’ Pedagogical Content Knowledge Concerning Fractions and Fractional Arithmetic (2018, background): “In contrast to previous research, our assessments of content knowledge and pedagogical content knowledge did not rely on exact pairs of items (Depaepe et al., 2015; Sadler et al., 2013).”