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Design, Validation, and Dissemination of Measures of Content Knowledge for Teaching Mathematics

Version
v0
Resource Type
Dataset : administrative records data, survey data
Creator
  • Hill, Heather (Harvard Graduate School of Education)
  • Loewenberg Ball, Deborah (University of Michigan)
  • Bass, Hyman (University of Michigan)
  • Phelps, Geoffrey (University of Michigan)
  • Blunk, Merrie (University of Michigan)
Other Title
  • Archival Version (Subtitle)
Publication Date
2013-07-16
Funding Reference
  • National Science Foundation
Language
English
Free Keywords
mathematics; professional development; teacher certification; teacher education; teacher qualifications
Description
  • Abstract

    This study spans several years of data collection by the Learning Mathematics for Teaching (LMT) project. This project's main purpose was to develop a suite of instruments measuring K-8 teachers' Mathematical Knowledge for Teaching (MKT). These instruments are typically used to evaluate content-focused mathematics professional development. Over the years, this project piloted these measures in several contexts to establish psychometric properties of the instruments:With a nationally representative sample of middle school mathematics teachers in 2005 and again in 2006. The same sample was surveyed at both time points.; With a nationally representative sample of elementary school teachers in 2008.; With smaller samples of grade 4-8 teachers on specific mathematical topics (e.g., a form on rational number, a form on proportional reasoning).; The specific research questions varied with the sample. For the later pilots, we were interested in the psychometric properties of the measures and teacher scores' relationship to other teacher characteristics, such as their mathematical background and years of experience.
  • Methods

    Varies. Please see the Data Books for weight documentation.
  • Methods

    ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Performed consistency checks.; Created variable labels and/or value labels.; Standardized missing values.; Performed recodes and/or calculated derived variables.; Checked for undocumented or out-of-range codes..
  • Methods

    Presence of Common Scales: Mathematical Knowledge for Teaching instruments
  • Methods

    Response Rates: Varies. Please see the Data Books for response rate information.
  • Table of Contents

    Datasets:

    • DS0: Study-Level Files
    • DS1: Learning Math for Teaching Spring 2005 and Winter 2006 Administrative Restricted Data
    • DS2: Learning Math for Teaching Spring 2005 Administrative Restricted Data
    • DS3: Learning Math for Teaching Spring 2005 Survey Restricted Data
    • DS4: Learning Math for Teaching Winter 2006 Administrative Restricted Data
    • DS5: Learning Math for Teaching Winter 2006 Survey Restricted Data
    • DS6: Learning Math for Teaching Winter 2008 Administrative Restricted Data
    • DS7: Learning Math for Teaching Winter 2008 Survey Restricted Data
    • DS8: Measuring Mathematical Knowledge of Teaching Study Winter 2007 Elementary and Middle School Administrative Restricted Data
    • DS9: Measuring Mathematical Knowledge of Teaching Study Winter 2007 Elementary Administrative Restricted Data
    • DS10: Measuring Mathematical Knowledge of Teaching Study Winter 2007 Middle School Administrative Restricted Data
    • DS11: Measuring Mathematical Knowledge of Teaching Study Winter 2007 Rational Numbers Survey Restricted Data
    • DS12: Measuring Mathematical Knowledge of Teaching Study Winter 2007 Proportional Reasoning Survey Restricted Data
    • DS13: Measuring Mathematical Knowledge of Teaching Study Winter 2008 Elementary Administrative Restricted Data
    • DS14: Measuring Mathematical Knowledge of Teaching Study Winter 2008 Middle School Administrative Restricted Data
    • DS15: Measuring Mathematical Knowledge of Teaching Study Winter 2008 Geometry Survey Restricted Data
    • DS16: Measuring Mathematical Knowledge of Teaching Study Winter 2008 Probability and Statistics Survey Restricted Data
Temporal Coverage
  • 2005 / 2008
    Time period: 2005--2008
Geographic Coverage
  • United States
Sampled Universe
Varies by sample. 2005-6 Middle School Pilot: Middle school teachers of mathematics; 2008 Elementary School Pilot: Elementary teachers of mathematics; 2007 and 2008 topic-specific pilots: Grades 4-8 teachers of mathematics. Please see the Data Books for specific sampling information. Smallest Geographic Unit: state
Collection Mode
  • mail questionnaire, on-site questionnaire

    Lesli Scott at the Institute for Social Research (ISR) oversaw the data collection from 2005-2008.

    The effort to design survey items measuring teachers' knowledge for teaching mathematics grew out of the unique needs of the Study of Instructional Improvement (SII). SII is investigating the design and enactment of three leading whole school reforms and these reforms' effects on students' academic and social performance.

    These measures cannot be used to evaluate individual teachers for tenure, pay, hiring, or any other use with high-stakes consequence. These measures have not been validated for this purpose.

    All instruments have been copyrighted: Copyright (C) 2007 The Regents of the University of Michigan. For information, questions, or permission requests please contact Merrie Blunk, Learning Mathematics for Teaching, 734-615-7632. Not for reproduction or use without written consent of LMT. Measures development supported by NSF grants REC-9979873, REC-0207649, EHR-0233456, and EHR-0335411, and by a subcontract to CPRE on Department of Education (DOE), Office of Educational Research and Improvement (OERI) award #R308A960003.

Note
Funding insitution(s): National Science Foundation (NSF REC-0207649, NSF EHR-0335411, NSF EHR-0535816 ).
Availability
Delivery
One or more files in this study are not available for download due to special restrictions; consult the study documentation to learn more on how to obtain the data.
Alternative Identifiers
  • 33421 (Type: ICPSR Study Number)
Relations
  • Is previous version of
    DOI: 10.3886/ICPSR33421.v1
Publications
  • Hill, Heather C.. The nature and effects of middle school mathematics teacher learning experiences. Teachers College Record.113, (1), 205-234.2011.
  • Hill, Heather C., Kapitula, Laura, Umland, Kristin. A validity argument approach to evaluating teacher value-added scores. American Educational Research Journal.48, (3), 794-831.2011.
    • ID: 10.3102/0002831210387916 (DOI)
  • Rockoff, Jonah E., Jacob, Brian A., Kane, Thomas J., Staiger, Douglas O.. Can you recognize an effective teacher when you recruit one?. Education Finance and Policy.6, (1), 43-74.2011.
    • ID: 10.1162/EDFP_a_00022 (DOI)
  • Agodini, Roberto, Harris, Barbara. An experimental evaluation of four elementary school math curricula. Journal of Research on Educational Effectiveness.3, (3), 199-253.2010.
  • Bell, Courtney A., Wilson, Suzanne M., Higgins, Traci, McCoach, D. Betsy. Measuring the effects of professional development on teacher knowledge: The case of developing mathematical ideas. Journal for Research in Mathematics Education.41, (5), 479-512.2010.
  • Charalambous, Charalambos Y.. Mathematical knowledge for teaching and task unfolding: An exploratory study. Elementary School Journal.110, (3), 247-278.2010.
    • ID: 10.1086/648978 (DOI)
  • Givvin, Karen B., Kersting, Nicole B., Sotelo, Francisco L., Stigler, James W.. Teachers' analyses of classroom video predict student learning of mathematics: Further explorations of a novel measure of teacher knowledge. Journal of Teacher Education.61, (1-2), 172-181.2010.
    • ID: 10.1177/0022487109347875 (DOI)
  • Gleason, Jim. Reliability of the content knowledge for teaching-mathematics instrument for pre-service teachers. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal.1, 1-12.2010.
  • Hill, Heather C.. The nature and predictors of elementary teachers' mathematical knowledge for teaching. Journal for Research in Mathematics Education.41, (5), 513-545.2010.
  • Izsak, Andrew, Orrill, Chandra Hawley, Cohen, Allan S., Brown, Rachael Eriksen. Middle grades teachers' understanding of rational numbers with the mixture Rasch model. Elementary School Journal.110, (3), 279-300.2010.
    • ID: 10.1086/648979 (DOI)
  • Stein, Mary Kay, Kaufman, Julia H.. Selecting and supporting the use of mathematics curricula at scale. American Educational Research Journal.47, (3), 663-693.2010.
    • ID: 10.3102/0002831209361210 (DOI)
  • Ball, Deborah Loewenberg, Hill, Heather. Measuring teacher quality in practice. Measurement Issues and Assessment for Teaching Quality.Thousand Oaks, CA: SAGE Publications. 2009.
  • Santagata, Rossella. Designing video-based professional development for mathematics teachers in low-performing schools. Journal of Teacher Education.60, (1), 38-51.2009.
    • ID: 10.1177/0022487108328485 (DOI)
  • Ball, Deborah Loewenberg, Thames, Mark Hoover, Phelps, Geoffrey. Content knowledge for teaching: What makes it special?. Journal of Teacher Education.59, (5), 389-407.2008.
    • ID: 10.1177/0022487108324554 (DOI)
  • Delaney, Sean, Ball, Deborah Loewenberg, Hill, Heather C., Schilling, Stephen G., Zopf, Deborah. 'Mathematical knowledge for teaching': Adapting U.S. measures for use in Ireland. Journal of Mathematics Teacher Education.11, (3), 171-197.2008.
    • ID: 10.1007/s10857-008-9072-1 (DOI)
  • Hill, Heather C., Ball, Deborah Loewenberg, Schilling, Stephen G.. Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for Research in Mathematics Education.39, (4), 372-400.2008.
  • Hill, Heather C., Blunk, Merrie L., Charalambous, Charalambos Y., Lewis, Jennifer M., Phelps, Geoffrey C., Sleep, Laurie, Ball, Deborah Loewenberg. Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction.26, (4), 430-511.2008.
    • ID: 10.1080/07370000802177235 (DOI)
  • Humphrey, Daniel C., Wechsler, Marjorie E., Hough, Heather J.. Characteristics of effective alternative teacher certification programs. Teachers College Record.110, (1), 1-63.2008.
  • Kersting, Nicole. Using video clips of mathematics classroom instruction as item prompts to measure teachers' knowledge of teaching mathematics. Educational and Psychological Measurement.68, (5), 845-861.2008.
    • ID: 10.1177/0013164407313369 (DOI)
  • Hill, Heather C.. Mathematical knowledge of middle school teachers: Implications for the No Child Left Behind policy initiative. Educational Evaluation and Policy Analysis.29, (2), 95-114.2007.
    • ID: 10.3102/0162373707301711 (DOI)
  • Hill, Heather C., Ball, Deborah Loewenberg, Blunk, Merrie, Goffney, Imani Masters, Rowan, Brian. Validating the ecological assumption: The relationship of measure scores to classroom teaching and student learning. Measurement: Interdisciplinary Research and Perspectives.5, (2-3), 107-118.2007.
    • ID: 10.1080/15366360701487138 (DOI)
  • Hill, Heather C., Dean, Carolyn, Goffney, Imani Masters. Assessing elemental and structural validity: Data from teachers, non-teachers, and mathematicians. Psychology Press.5, (2-3), 81-92.2007.
    • ID: 10.1080/15366360701486999 (DOI)
  • Hill, Heather C., Lubienski, Sarah Theule. Teachers' mathematics knowledge for teaching and school context: A study of California teachers. Educational Policy.21, (5), 747-768.2007.
    • ID: 10.1177/0895904807307061 (DOI)
  • Hill, Heather C., Sleep, Laurie, Lewis, Jennifer M., Ball, Deborah Loewenberg. Assessing teachers' mathematical knowledge: What knowledge matters and what evidence counts?. Second Handbook of Research on Mathematics Education Teaching and Learning.Charlotte, NC: Information Age Publishing. 2007.
  • Schilling, Stephen G.. The role of psychometric modeling in test validation: An application of multidimensional item response theory. Measurement: Interdisciplinary Research and Perspectives.5, (2-3), 93-106.2007.
    • ID: 10.1080/15366360701487021 (DOI)
  • Schilling, Stephen G., Blunk, Merrie, Hill, Heather C.. Test validation and the MKT measures: Generalizations and conclusions. Measurement: Interdisciplinary Research and Perspectives.5, (2-3), 118-128.2007.
    • ID: 10.1080/15366360701487146 (DOI)
  • Schilling, Stephen G., Hill, Heather C.. Assessing measures of mathematical knowledge for teaching: A validity argument approach. Measurement: Interdisciplinary Research and Perspectives.5, (2-3), 70-80.2007.
    • ID: 10.1080/15366360701486965 (DOI)
  • Swars, Susan, Hart, Lynn C., Smith, Stephanie Z., Smith, Marvin E., Tolar, Tammy. A longitudinal study of elementary pre-service teachers' mathematics beliefs and content knowledge. School Science and Mathematics.107, (8), 325-335.2007.
    • ID: 10.1111/j.1949-8594.2007.tb17797.x (DOI)
  • Ball, Deborah Loewenberg, Hill, Heather C., Bass, Hyman. Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide?. American Educator.29, (3), 14-46.2005.
  • Hill, Heather C., Rowan, Brian, Ball, Deborah Loewenberg. Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal.42, (2), 371-406.2005.
    • ID: 10.3102/00028312042002371 (DOI)
  • Hill, Heather C., Ball, Deborah Loewenberg. Learning mathematics for teaching: Results from California's Mathematics Professional Development Institutes. Journal for Research in Mathematics Education.35, (5), 330-351.2004.
  • Hill, Heather C., Schilling, Stephen G., Ball, Deborah Loewenberg. Developing measures of teachers' mathematics knowledge for teaching. Elementary School Journal.105, (1), 11-30.2004.
    • ID: 10.1086/428763 (DOI)

Update Metadata: 2015-08-05 | Issue Number: 6 | Registration Date: 2015-06-16

Hill, Heather; Loewenberg Ball, Deborah; Bass, Hyman; Phelps, Geoffrey; Blunk, Merrie (2013): Design, Validation, and Dissemination of Measures of Content Knowledge for Teaching Mathematics. Archival Version. Version: v0. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/ICPSR33421