Validating the Ecological Assumption: The Relationship of Measure Scores to Classroom Teaching and Student Learning

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Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2010, background): “This group was the first to measure elementary school teachers’ mathematical knowledge for teaching directly and to examine its relationship to student progress (Hill et al., 2005; Hill et al., 2007).”
Exploring Colleagues’ Professional Influence on Mathematics Teachers’ Learning (2014, background): “…their students are expected to solve, but also to understand the content in the particular ways needed for teaching it, to understand what students are likely to make of the content, and to craft instruction that takes into account both students and the mathematics” (Hill et al., 2007, p. 125).”
Development and use of a test instrument to measure biology teachers’ content knowledge (CK) and pedagogical content knowledge (PCK) (2013, background): “Given that the validation of a new conceptualized test instrument is very important (Hill et al. 2007), studies that investigate the functioning of the instrument should be conducted in the future.”