The Nature of Teachers' Pedagogical Content Beliefs Matters for Students' Achievement Gains: Quasi-Experimental Evidence from Elementary Mathematics.

By Fritz C. Staub, Elsbeth Stern. 2002

570 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/b7989d02d6724f8451d41aaf2b0c3a0c1214b2fa

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. M. Kunter
2. Thamar Voss
3. E. Klieme
4. S. Kuntze
5. G. Büttner
6. Katrin Rakoczy
7. Y. Anders
8. H. Rossbach

In Statistics and Probability

1. S. Kuntze
2. M. Kunter
3. Thamar Voss
4. Dominik Petko
5. Y. Anders
6. M. Pozas
7. Jan Van Damme
8. Elsbeth Stern

Citations in the corpus

• Teachers and differentiated instruction: exploring differentiation practices to address student diversity (2019, background): “Literature distinguishes two types of beliefs: direct-transmissive and constructivist beliefs (e.g. Baumert and Kunter, 2006; Peterson, Fennema, Carpenter, et al., 1989; Staub and Stern, 2002).”
• Pedagogical content beliefs: global, content domain-related and situation-specific components (2012, methodology): “Cognitive constructivist and direct transmission views of teaching and learning ( Staub & Stern, 2002 ) and teachers’ beliefs about the stability of learners’ mathematical abilities (Stipek, Givvin, Salmon, & MacGyvers, 2001) are examples of global components of pedagogical content knowledge.”
• Assessing teachers' multicultural and egalitarian beliefs : The Teacher Cultural Beliefs Scale (2011, background): “Much of this research has focused on teachers’ beliefs about learning and instructing (Woolley, Benjamin, &Woolley, 2004), which have also been shown to affect students’ learning outcomes (Dubberke, Kunter, McElvany, Brunner, & Baumert, 2008; Staub & Stern, 2002).”
• Teachers' pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the 'will, skill, tool' model and integrating teachers' constructivist orientations (2012, background): “Accordingly beliefs have been shown to have far-reaching consequences, including differences in student performance (e.g. Staub & Stern, 2002).”
• Preschool Teachers’ Sensitivity to Mathematics in Children’s Play: The Influence of Math-Related School Experiences, Emotional Attitudes, and Pedagogical Beliefs (2015, background): “…have documented that a domain-specific measurement of pedagogical beliefs contributes to a better understanding of the complex association patterns between pedagogical beliefs, pedagogical interactions, and children’s development (Staub & Stern, 2002; Stipek, Givvin, Salmon, & MacGyvers, 2001).”
• Teaching learning strategies. The role of instructional context and teacher beliefs (2015, background): “Finally, a scale on a constructivist view of learning and teaching was included (Staub & Stern, 2002, adapted from Fennema, Carpenter, & Loef, 1990).”
• Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M) (2012, background): “Interestingly, Staub and Stern (2002) also found that students taught by teachers with a cognitive-constructivist orientation achieved as well as or better at routine tasks involving mathematical facts and procedures than did students of teachers whose orientation was directed more toward such tasks”