Measuring the effects of professional development on teacher knowledge: The case of developing mathematical ideas

By Courtney Bell, S. Wilson, Traci Higgins, D. McCoach. 2010

126 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/731e32b22f734bb2dee4f9dcf85330574bff1897

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Mark J. Chin
2. H. Hill
3. Charalambos Y. Charalambous
4. Y. Copur-Gencturk
5. Deborah Loewenberg Ball
6. Geoffrey Phelps
7. Laura Desimone
8. Ben Kelcey

In Statistics and Probability

1. Mark J. Chin
2. H. Hill
3. Y. Copur-Gencturk
4. Charalambos Y. Charalambous
5. Deborah Loewenberg Ball
6. Laura Desimone
7. C. Lewis
8. Rebecca Perry

Citations in the corpus

• Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes (2018, background): “By contrast, Bell et al. (2010) reported acceptable estimates of internal consistency: .76 and .79 on the pretest and posttest, respectively.”
• Making Progress on Mathematical Knowledge for Teaching (2016, unknown): “Bell et al.’s (2010) large-scale study of the effect of professional development on teacher learning corroborates the qualitative, small-scale findings of the other studies.”