Vita - University of Michigan



LEARNING MATHEMATICS FOR TEACHING PUBLICATIONS

Descriptions of constructs and instruments

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.

Learning Mathematics for Teaching. (2011). Measuring the Mathematical Quality of Mathematics teaching. Journal for Mathematics Teacher Education 14(1), 25-47.

Ball, D. L., & Hill, H. C. (2008). Measuring teacher quality in practice. In D. H. Gitomer (Ed.), Measurement issues and assessment for teaching quality, pp. 80-98. Thousand Oaks, CA: SAGE Publications.

Policy research

Hill, H.C., Umland, K. U., Litke, E. & Kapitula, L. (in press). Teacher quality and quality teaching: Examining the relationship of a teacher assessment to practice. American Journal of Education.

Hill, H.C., Kapitula, L.R. & Umland, K. L (2011). A validity argument approach to evaluating value-added scores. American Educational Research Journal 48(3), 794-831.

Hill, H.C. (2011). The nature and effects of middle school mathematics teacher learning experiences. Teachers’ College Record, 113(1), 205-234.

Hill. H.C. (2010). The Nature and Predictors of Elementary Teachers’ Mathematical Knowledge for Teaching. Journal for Research in Mathematics Education.

Hill, H.C. (2007). Mathematical knowledge of middle school teachers: Implications for the No Child Left Behind Policy initiative. Educational Evaluation and Policy Analysis (29), 95-114.

Hill, H.C., Ball, D.L., Sleep, L. & Lewis, J.M. (2007) Assessing Teachers’ Mathematical Knowledge: What Knowledge Matters and What Evidence Counts? In F. Lester (Ed.), Handbook for Research on Mathematics Education (2nd ed), p. 111-155. Charlotte, NC: Information Age Publishing. 

Hill, H.C. & Lubienski, S.T. (2007) Teachers’ mathematics knowledge for teaching and school context: A study of California teachers. Educational Policy 21(5), 747-768.

Hill, H. C. & Ball, D. L. (2004) Learning mathematics for teaching: Results from California’s Mathematics Professional Development Institutes. Journal of Research in Mathematics Education, 35, 330-351.

Research on teaching mathematics

Charalambous, C. Y., & Hill, H. C. (2012). Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship. Journal of Curriculum Studies. 44(4), 443-466.

Hill, H. C., & Charalambous, C. Y. (2012). Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues. Journal of Curriculum Studies. 44(4), 559-576.

Hill, H. C., & Charalambous, C. Y. (2012). Teaching (un)Connected mathematics: Two teachers’ enactment of the pizza problem. Journal of Curriculum Studies, 44(4), 467-487.

Hill, H. C., Charalambous, C. Y., & Mitchell, R. N. (2012). Two negatives don’t always make a positive: Exploring how limitations in teacher knowledge and the curriculum contribute to instructional quality. Journal of Curriculum Studies, 44(4), 489-513.

Lewis, J. M., & Blunk, M. L. (2012). Reading between the lines: Teaching linear algebra. Journal of Curriculum Studies, 44(4), 515-536.

Sleep, L., & Eskelson, S. (2012). MKT and curriculum materials are only part of the story: Insights from a lesson on fractions. Journal of Curriculum Studies, 44(4), 537-558.

Charalambous, C. Y. (2010). Mathematical knowledge for teaching and task unfolding: An exploratory  study. The Elementary School Journal, 110 (3), 247-278.

 

Hill, H.C., Blunk, M. Charalambous, C., Lewis, J., Phelps, G. C. Sleep, L. & Ball, D.L. (2008). Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study. Cognition and Instruction 26(4), 430-511.

Validation studies

Delaney. S. F., Ball, D. L., Hill, H. C., Schilling, S.G., & Zopf, D. A. (2008). Adapting U.S. measures of “Mathematical Knowledge for Teaching” for use in Ireland. Journal of Mathematics Teacher Education, 11, 171-197.

Hill, H.C., Ball, D.L. & Schilling, S.G. (2008). Unpacking “Pedagogical Content Knowledge”: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education 39(4), 372-400.

Hill, H.C., Dean, C. & Goffney, I.M. (2007). Assessing Elemental and Structural Validity:

Data from Teachers, Non-teachers, and Mathematicians. Measurement: Interdisciplinary Research and Perspectives (5), 2-3, 81-92.

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Hill, H.C., Ball, D.L., Blunk, M. Goffney, I.M. & Rowan, B. (2007). Validating the ecological assumption: The relationship of measure scores to classroom teaching and student learning. Measurement: Interdisciplinary Research and Perspectives (5), 2-3, 107-117.

Schilling, S.G. & Hill, H.C. (2007). Assessing Measures of Mathematical Knowledge for Teaching: A Validity Argument Approach. Measurement: Interdisciplinary Research and Perspectives (5), 2-3, 70-80.

Schilling, S.G., Blunk, M. & Hill, H.C. (2007). Test Validation and the MKT Measures:

Generalizations and Conclusions. Measurement: Interdisciplinary Research and Perspectives (5), 2-3, 118-127.

Schilling, S.G. (2007). The Role of Psychometric Modeling in Test Validation for the MKT Measures: An Application of Multidimensional Item Response Theory. Under review at Measurement: Interdisciplinary Research and Perspectives (5), 2-3, 93-106.

Ball, D.L., Hill, H.C. & Bass, H. (2005) Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, Fall 2005, 14-22.

Hill, H.C., Rowan, B., & Ball, D.L. (2005) Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42, 371-406.

Hill, H.C., Schilling, S.G., & Ball, D.L. (2004) Developing measures of teachers’ mathematics knowledge for teaching. Elementary School Journal, 105, 11-30.

By other research groups

Adler, J. & Patahuddin, S. D. (2012) Recontexualising items that measure mathematical knowledge for teaching into scenario based interviews: an investigation. Journal of Education 56, pp. 1-26.

Agodini, R. & Harris, B. (2010). An experimental evaluation of four elementary school math curricula. Journal of Research on Education Effectiveness, 3, 199-253.

Bell, C., Wilson, S., Higgins, T., & McCoach D. B. (2010, November). Measuring the effects of professional development on teacher knowledge: The Case of Developing Mathematical Ideas. Journal for Research in Mathematics Education, 41, 479-512.

Beswick, K., Callingham, R., & Watson, J. (2012). The nature and development of middle school mathematics teachers’ knowledge. Journal of Mathematics Teacher Education, 15(2), 131-157.

Burt, J., & Tuba, I. A multifaceted approach to professional development in Imperial County, California.

Campbell, P. F., & Malkus, N. N. (2014). The mathematical knowledge and beliefs of elementary mathematics specialist-coaches. ZDM, 46(2), 213-225.

Carney, M. B., Brendefur, J. L., Thiede, K., Hughes, G., & Sutton, J. (2014). Statewide Mathematics Professional Development Teacher Knowledge, Self-Efficacy, and Beliefs. Educational Policy, 0895904814550075.

Copur-Gencturk, Y., & Lubienski, S. T. (2013). Measuring mathematical knowledge for teaching: a longitudinal study using two measures. Journal of Mathematics Teacher Education, 16(3), 211-236.

Donaldson, B., Hodge, A., & Ruff, A. (2013). Examining the Effects of Math Teachers’ Circles on Aspects of Teachers’ Mathematical Knowledge for Teaching Diana White University of Colorado Denver.

Essex, K. (2011).  The Case of the Indiana University-Indiana Mathematics Initiative Partnership.  Retrieved from 

Faulkner, V. N., & Cain, C. R. (2013). Improving the Mathematical Content Knowledge of General and Special Educators Evaluating a Professional Development Module That Focuses on Number Sense. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 36(2), 115-131.

GENCTURK, Y. C. (2012). TEACHERS'MATHEMATICAL KNOWLEDGE FOR TEACHING, INSTRUCTIONAL PRACTICES, AND STUDENT OUTCOMES (Doctoral dissertation, University of Illinois at Urbana-Champaign).

Gleason, J. (2010). Reliablity of the content knowledge for teaching mathematics instrument for pre-service teachers. Issues in Undergraduate Mathematics Preparation of School Teachers, 1.

Groth, R. E. (2012). The role of writing prompts in a statistical knowledge for teaching course. Mathematics Teacher Educator, 1(1), 22-39.

Hertzog, H. S., & O'Rode, N. (2011). Improving the quality of elementary mathematics student teaching: Using field support materials to develop reflective practice in student teachers. Teacher Education Quarterly, 38(3), 89-111.

Huinker, D. (2011). The Case of the Milwaukee Mathematics Partnership. Retrieved from

Humphrey, D. C., Wechsler, M. E., & Hough, H. J. (2008). Characteristics of effective alternative teacher certification programs. Teachers College Record, 110(1), 1-63.

Kersting, N. (2009). Using video clips of mathematics classroom instruction as item prompts to measure teachers' knowledge of teaching mathematics. Educational and Psychological Measurement, 68, 845-862.

Kersting, N., Givvin, K., Stigler, S. & Stigler, J. W. (2010). Teachers’ analyses of classroom video predict student learning of mathematics: Further explorations of a novel measure of teacher knowledge. Journal of Teacher Education, 61, 172-182.

Knott, L. & VanCleave, M. (2011). The Case of the Oregon Mathematics Leadership Institute. Retrieved from

Koellner, K., & Jacobs, J. (2014). Distinguishing Models of Professional Development The Case of an Adaptive Model’s Impact on Teachers’ Knowledge, Instruction, and Student Achievement. Journal of Teacher Education, 0022487114549599.

Koellner, K., Jacobs, J., & Borko, H. (2011). Mathematics Professional Development: Critical Features for Developing Leadership Skills and Building Teachers' Capacity. Mathematics teacher education and development, 13(1), 115-136.

Izsak, A., Orrill, C. H., Cohen, A. S., & Brown, R.E. (2010). Measuring middle

grades teachers’ understanding of rational numbers with the mixture Rasch Model. Elementary School Journal, 110, 279-300.

Lim-Teo, S. K., Chua, K. G., Cheang, W. K., & Yeo, J. K. (2007). The development of diploma in education student teachers’ mathematics pedagogical content knowledge. International Journal of Science and Mathematics Education, 5(2), 237-261.

Madden, D. (2011). The Case of the ArizonaTeachers Institute. Retrieved from

Matthews, M., Rech, J. & Grandgenett, N. (2010). The impact of content courses on pre-service elementary teachers’ mathematical content knowledge. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, 1 (Content Knowledge), (December), 1-11.

Matthews, M. E., & Seaman, W. I. (2007). The Effects of Different Undergraduate Mathematics Courses on the Content Knowledge and Attitude towards Mathematics of Preservice Elementary Teachers. Issues in the Undergraduate Mathematics Preparation of School Teachers, 1.

Mayer, J., Cochran, R., Mullins, B., Dominick, A., Clark, F., & Fulmore, J. (2011). The Case of the Greater Birmingham Mathematics Partnership. Retrieved from

Ng, D. (2011). Indonesian primary teachers' mathematical knowledge for teaching geometry: Implications for educational policy and teacher preparation programs. Asia-Pacific Journal of Teacher Education, 39(2), 151-164.

Rimbey, K. A. (2013). From the Common Core to the Classroom: A Professional Development Efficacy Study for the Common Core State Standards for Mathematics (Doctoral dissertation, ARIZONA STATE UNIVERSITY).

Rockoff, J. E., Jacob, B. A., Kane, T. J. & Staiger, D. O. (2008). Can you recognize an effective teacher when you recruit one? NBER Working Paper 14485. Cambridge, MA: National Bureau of Economic Research.

Santagata, R. (2008) Designing video-based professional development for mathematics teachers in low-performing schools. Journal of Teacher Education, 60(1), 38 – 50.  

Santagata, R., Kersting, N. Givven, K. B. & Stigler, J. W. (2011) Problem implementation as a lever for change: An experimental study of the effects of a professional development program on students’ mathematics learning. Journal of Research on Educational Effectiveness 4, 1-24.

Siebers, C. A. (2012). Making Mathematics Matter: Professional development improving outcomes in high-poverty environments (Wayne State University Dissertations). Retrieved from

Smith, M. E., Swars, S. L., Smith, S. Z., Hart, L. C., & Haardörfer, R. (2012). Effects of an additional mathematics content course on elementary teachers' mathematical beliefs and knowledge for teaching. Action in Teacher Education, 34(4), 336-348.

Stein, M. K., & Kaufman, J.H. (2010) Selecting and supporting the use of mathematics curricula at scale. American Educational Research Journal, 47, 663-693.

Swars, S. L., Stinson, D. W., & Lemons-Smith, S. (Eds.). (2009). Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Atlanta, GA: Georgia State University. Retrieved from .

Swars S., Hart, L.C., Smith, S. Z., Smith, M. R. & Tolar, T. (2007). A longitudinal study of elementary pre-service teachers’ mathematics beliefs and content knowledge. School Science and Mathematics, 107, 325-335.

Swars, S. L., Smith, S. Z., Smith, M. E., Hart, L. C., & Carothers, J. (2013). Providing Space for Elementary Prospective Teachers' Viewpoints on Mathematics Content Courses: A Two-Dimensional Model of Learning. Action in Teacher Education, 35(5-6), 372-386.

Superfine, A. C., Li, W., & Martinez, M. V. (2013). Developing preservice teachers' mathematical knowledge for teaching: Making explicit design considerations for a content course. Mathematics Teacher Educator, 2(1), 42-54.

Warburton, R. (2013). ‘Mathematical knowledge for teaching’: do you need a mathematics degree? Research in Mathematics Education, 15(3), 307-308.

Warburton, R. (2014) SKE courses and bursaries: examining government strategies to tackle mathematics teacher quantity and quality issues. In Pope, S. (Ed.) Proceedings of the 8th British Congress of Mathematics Education 2014.

Weaver, D., & Dick, T. (2009). Oregon Mathematics Leadership Institute Project: Evaluation results on teacher content knowledge, implementation fidelity, and student achievement. Journal of Mathematics and Science: Collaborative Explorations, 11(1), 57-84.

Welder, R. M., & Simonsen, L. M. (2011). Elementary Teachers' Mathematical Knowledge for Teaching Prerequisite Algebra Concepts. Issues in the Undergraduate Mathematics Preparation of School Teachers, 1.

Welder, R. M. & Jong, C. (2012). Examining connections between mathematical knowledge for teaching and conceptions about mathematics teaching and learning. In L. R. Van Zoest, J.-J. Lo, & J. L. Kratky (Eds.), Proceedings of the 34th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 773-776). Kalamazoo, MI: Western Michigan University.

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