This study focuses on the relationship among Content Knowledge (CK), Pedagogic Knowledge (PK), and Technological Knowledge (TK) using Technological Pedagogical Content Knowledge (TPACK). The aim of the study is to use the determined relationship to provide mathematical clarity using the Rough Set Theory, which is commonly used in areas such as…

Specialized science courses (SSCs) integrate content knowledge (CK) with pedagogical content knowledge (PCK) and prepare pre-service teachers (PSTs) for reform-oriented teaching. Studies of individual SSCs report positive short-term outcomes, including an increase in self-efficacy and CK. However, few studies explore the longer-term impact of SSCs…

Purpose: Naming practices reflect culture, language and identity considerations. This study aims to explore Chinese American naming choices, revealing nuanced and complex linguistic, cultural and pragmatic considerations for teachers of literacy. Design/methodology/approach: The authors interviewed Chinese parents who are now living with their…

In this article we share several activities we use in our teacher education literacy courses that incorporate a social justice lens. For each activity we suggest resources, offer examples we have created and used in our teaching, and share research to support each activity. The activities build on each other, with the intent of increasing…

This dissertation is developed around two studies created with the goal of describing and quantifying current educators' knowledge and perceptions of reading assessment and subsequent data-based instructional decision making. Unique to the field, a critical component of this study is an emphasis on educators' development of "data…

Data-driven decision making has become increasingly important in education. Policymakers require educators to use data to inform practice. Although the policy emphasis is growing, what has not increased is attention to building human capacity around data use. Educators need to gain data literacy skills to inform practice. Although some…

Scope and method of study. This quantitative survey study examined teachers' understanding of assessment, their practices in assessing student learning and their use of assessment data to guide their teaching. Specifically, this study sought to determine if level of training had an impact on teachers' understanding of assessment, teachers'…

Throughout the past two decades, Boston Public Schools has seen strong, steady improvement, recently demonstrated through student gains on NAEP's Trial Urban District Assessment in math and recognized through the award of the 2006 Broad Prize for Urban Education. Teacher leaders have played an important role in Boston's improvement. As team…