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ERIC Number: EJ1178517
Record Type: Journal
Publication Date: 2018-Apr
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0273-5024
The Influence of Content Knowledge on Pedagogical Content Knowledge: An Evidence-Based Practice for Physical Education
Kim, Insook; Ward, Phillip; Sinelnikov, Oleg; Ko, Bomna; Iserbyt, Peter; Li, Weidong; Curtner-Smith, Matthew
Journal of Teaching in Physical Education, v37 n2 p133-143 Apr 2018
Purpose: We conducted a retroactive analysis of teacher and student data from two randomized group trials and one well-controlled quasi-experimental group trial focused on improving pedagogical content knowledge (PCK) and student performance. Method: Seven teachers and 32 classes were investigated. PCK was measured using four variables: task selection, representation, adaption, and an aggregate variable called total PCK. Student data are reported as percentages of correct performance. Data are reported descriptively using effect sizes (ES). Results: The studies generated 35 ES across four teachers and one student performance variable. All ES exceeded the U.S. Department of Education's What Works Clearinghouse .25 standard deviation criterion for a "substantively important" effect and all ES exceeded Cohen's criteria of .8 for a large effect. Discussion: Findings from this study support a focus on professional development of teachers' content knowledge as an evidenced-based practice for improving the PCK of teachers and in turn student performance.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A