TY  - JOUR
AB  - While teacher evaluation policies have been central to efforts to enhance teaching quality over the past decade, little is known about how teachers change their instructional practices in response to such policies. To address this question, this paper drew on classroom observation and survey data to examine how early career teachers’ (ECTs’) perceptions of pressure associated with teacher evaluation policies seemed to affect their enactment of ambitious mathematics instruction. As part of our analysis, we also considered the role that mathematical knowledge for teaching (MKT) and school norms regarding teaching mathematics shape the potential influence of teacher evaluation policies on ECTs’ instructional practices. Understanding how the confluence of these factors is associated with teachers’ instruction provides important insights into how to improve teaching quality, which is one of the most important inputs for student learning.
AU  - Kim, Jihyun
AU  - Frank, Ken
AU  - Youngs, Peter
AU  - Salloum, Serena
AU  - Bieda, Kristen
DA  - May 2020
DO  - 10.26300/grt9-rg72
PY  - 2020
ST  - Teacher Evaluation, Ambitious Mathematics Instruction, and Mathematical Knowledge for Teaching: Evidence from Early Career Teachers
T2  - EdWorkingPapers.com
TI  - Teacher Evaluation, Ambitious Mathematics Instruction, and Mathematical Knowledge for Teaching: Evidence from Early Career Teachers
UR  - https://www.edworkingpapers.com/ai20-231
ER  -