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Pedagogical content knowledge for preschool mathematics: Construct validity of a new teacher interview

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Description:
A study of both the predictive and construct validity of the Preschool Mathematics PCK Interview, designed to assess teachers' pedagogical content knowledge (PCK) of preschool mathematics, that includes an examination of the relationship between teachers' content knowledge and both math teaching practices and child outcomes, based on data from 22 teachers and 113 Head Start children in a large city in the Midwestern United States
Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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