Session S13 (Sunday, 2pm, Thomas 201)

P79: Toward high school biology: Evaluating teacher knowledge

Jean Flanagan (American Association for the Advancement of Science, USA), Cari Herrmann Abell (American Association for the Advancement of Science, USA), Jo Ellen Roseman (American Association for the Advancement of Science, USA)

A second component of the evaluation addresses teachers’ knowledge of content and of the curriculum materials. One aspect of a high quality curriculum material is its ability to convey to the teacher the design rationale for the unit, including the role that each activity is intended to play in helping students achieve the targeted content.  When teachers understand the learning goal targeted in each activity and how the activity is expected to help, they are better equipped to respond to events that occur in the classroom. Therefore, assessing teachers’ knowledge of the curriculum, involves measuring teachers’ ability to extract and make clear to students what content is being targeted by each activity of the unit and its pedagogical purpose. We will present results from measures of teacher knowledge of the curriculum and also describe how we have used these measures of teacher knowledge to inform iterative revisions of the curriculum.



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