This project’s researchers are determining individual teacher effect estimates and investigating their stability across models. This study also investigates the instructional practices of a subsample of 30 highly effective and 30 less effective sixth-grade mathematics teachers using videotaped classroom lessons, which are coded and analyzed by researchers who are blind to the value-added effectiveness of the teachers.
- Kersting, N. B., Smith, J. E., Vezino, B., Chen, M.-K., Wood, M. B., & Stigler, J. W. (in press, 2020). Exploring the Affordances of Bayesian Networks for Modeling Usable Knowledge and Knowledge Use in Teaching. ZDM International Journal of Mathematics Education.*
- Kersting, N. B., Smith, J. E., & Vezino, B. (under review, 2020). Using Authentic Video clips of Classroom Instruction to Capture Teachers’ Moment-to-Moment Knowledge-Filtered Perceiving. ZDM International Journal of Mathematics Education.*
- Kersting, N. B., Sutton, T. Kalinec-Craig, C., Stoehr, K. J., Heshmati, S., Lozano, G., & Stigler, J. W. (2016). Further Exploration of the Classroom Video Analysis (CVA) Instrument as a Measure of Usable Knowledge for Teaching Mathematics: Taking a Knowledge System Perspective. ZDM International Journal for Mathematics Education, 48(1), 97-109. doi:10.1007/s11858-015-0733-0*