November 2017, Vol. 48, Issue 5
Predicting Student Achievement Using Measures of Teachers’ Knowledge for Teaching Geometry
Margaret Mohr-Schroeder, Robert N. Ronau, Susan Peters, Carl W. Lee, and William S. Bush
The authors describe the development and validation of 2 forms of the Geometry Assessments for Secondary Teachers (GAST), which were designed to assess teachers’ knowledge for teaching geometry. GAST assessment scores explained a statistically significant but small amount of the variance of student scores, demonstrating an effect that was greater than the number of years of teaching experience but smaller than the effect of having an advanced degree.
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