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ERIC Number: EJ1009014
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-0022-4871
Teacher Education, Experience, and the Practice of Aligned Instruction
Polikoff, Morgan S.
Journal of Teacher Education, v64 n3 p212-225 May-Jun 2013
Research over the past two decades has shown the alignment of teachers’ instruction with state standards is generally weak. Proposing that alignment is a useful measure of teachers' curricular knowledge (Shulman, 1986), this study uses a large database of teacher reports of their content coverage to understand the relationship of teacher educational and career experience variables with instructional alignment. The results of the fixed effects models indicate significant, positive associations, though they are generally modest in magnitude. Implications for research and policy are discussed. (Contains 3 tables and 3 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A