Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship

By Charalambos Y. Charalambous, H. Hill. 2012

119 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/dc29c12ecb52c894d4b15de0f0cb64db8dbedc14

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. Charalambos Y. Charalambous
2. H. Hill
3. Martin Valcke
4. A. Desoete
5. Ellen Lesage
6. H. V. Steenbrugge
7. Y. Copur-Gencturk
8. Deborah Loewenberg Ball

In Sociology and Political Science

1. H. Hill
2. Charalambos Y. Charalambous
3. Martin Valcke

In Statistics and Probability

1. Charalambos Y. Charalambous
2. H. Hill
3. A. Desoete
4. Ellen Lesage
5. Martin Valcke
6. H. V. Steenbrugge
7. Y. Copur-Gencturk
8. Deborah Loewenberg Ball

Citations in the corpus

• Preservice elementary school teachers’ knowledge of fractions: a mirror of students’ knowledge? (2014, background): “A comprehensive overview of preservice teachers’ knowledge of fractions is lacking Recent research underlines the importance of teacher knowledge for the quality of instruction and student learning (Charalambous and Hill 2012, Hiebert and Grouws 2007, Raudenbush 2008).”
• Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues (2012, methodology): “As explained in Charalambous and Hill (2012), to conduct this cross-case analysis we developed a table (see Table 1) summarizing the data yielded from the previous four papers, which comprise the individual case reports (see Charalambous et al. 2012, Hill and Charalambous, 2012, Lewis and Blunk,…”