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ERIC Number: ED535743
Record Type: Non-Journal
Publication Date: 2011
Pages: 288
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2670-5472-2
The Influence of Pedagogical Content Knowledge on AP Psychology Teachers' Classroom Instruction
Kopish, Michael A.
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Madison
This study seeks to understand the ways AP Psychology teachers' pedagogical content knowledge (PCK) affects instruction and contributes to student understanding in a challenging and exemplar unit of the AP Psychology curriculum. Data sources include interviews, observations, and document analysis of professionally recommended teachers (n=5) and pre- and post-test scores of students' (n=112) on AP-style augmented exams. Within and between units of instruction, teachers documented professional and pedagogical experiences related to content area knowledge, instructional practice, and decisions that teachers' actually made when teaching. Findings demonstrate students achieved higher scores on post-tests in classes where teachers: demonstrated a greater repertoire of approaches and components for instruction; represented content in multiple forms for students; and engaged students in content-specific activities during in-class instruction. Teachers' ability to represent content and transform knowledge for students during instruction is an integral and perhaps the most critical component of PCK for AP Psychology teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A