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The relation of physics teachers’ content knowledge for teaching energy and teaching practice as measured by the quality and demand of the assignments and assessments they design and select for instruction
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Zisk, Robert. The relation of physics teachers’ content knowledge for teaching energy and teaching practice as measured by the quality and demand of the assignments and assessments they design and select for instruction. Retrieved from https://doi.org/doi:10.7282/t3-mypf-tt33

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TitleThe relation of physics teachers’ content knowledge for teaching energy and teaching practice as measured by the quality and demand of the assignments and assessments they design and select for instruction
NameZisk, Robert (author); Etkina, Eugenia (chair); Duncan, Ravit (member); Gitomer, Drew (member); Vokos, Stamatis (member); Rutgers University; School of Graduate Studies
Date Created2021
Other Date2021-10 (degree)
SubjectScience education, Education, Physics, Assessments, Assignments, Content knowledge for teaching, Physics education, Science education
Extent1 online resource (x, 206 pages) : illustrations
DescriptionThe construct of Content Knowledge for Teaching (CKT) specifies that teachers possess knowledge that is specific to the content area that they teach, that enables them to carry out tasks of teaching to help their students learn. As such, a teacher’s CKT should be related to all aspects of their practice. This dissertation investigates the relationship between high school physics teachers’ content knowledge for teaching energy (CKT-E) and the quality and demand of the assignments and assessments they design and select to use during their energy unit. The first paper in this dissertation explores the relationship between teachers’ CKT-E and the quality and demand of the assignments and assessments they use during instruction. This paper describes the development of a protocol to assess the quality and demand of assignments and assessments in physics and lays out the validity argument for using scores produced by that protocol to measure quality and demand. Additionally, this paper provides evidence that teachers with more robust CKT-E use assignments and assessments that are of higher quality and demand than those with less robust CKT-E.
The second paper in this dissertation focuses specifically on the learning targets that physics teachers address in their instructional goals and on their end of unit assessment, and the relationship of the learning targets addressed to their CKT-E. This paper provides evidence that while all teachers tend to address the same breadth of learning targets regardless of CKT-E, teachers with more robust CKT-E tend to address learning targets at a deeper level than those with less robust CKT-E.
The final paper in this dissertation describes four case studies that further investigate the relationship between CKT-E and classroom practice. This paper explores the coherence between teachers’ CKT-E, goals for instruction, classroom practice, assignment and assessments and student outcomes. This paper supports the findings of the first two papers in this dissertation by describing how there is generally coherence between CKT-E and all aspects of teaching practice and explains any discrepancies through teacher’s orientation towards teaching and teacher’s robust curricular knowledge in lieu of strong CKT-E.
NotePh.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-mypf-tt33
LanguageEnglish
CollectionSchool of Graduate Studies Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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