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It distinguishes knowledge of student thinking from teacher accuracy in predicting performance on cognitive assessments, noting prior weak evidence. Using data from 284 teachers, the study finds accuracy can be adequately measured and is linked to instruction and outcomes, while measuring misconceptions is harder but still predicts outcomes in one model.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/connections-between-teachers-knowledge-of-students-instruction-and-achievement-outcomes/590637/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/connections-between-teachers-knowledge-of-students-instruction-and-achievement-outcomes/590637.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What two types of teacher knowledge does the article focus on?","Question",{"text":112,"@type":113},"It focuses on teachers’ knowledge of student thinking and teachers’ accuracy in predicting student performance on cognitive assessments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study evaluate whether these constructs can be measured accurately?",{"text":117,"@type":113},"It uses evidence from 284 teachers to assess whether teacher accuracy measures remain adequate for measurement and whether they relate to instruction and outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"Do teacher knowledge measures relate to student outcomes?",{"text":121,"@type":113},"Yes. Teacher accuracy relates to instruction and student outcomes, and knowledge of misconceptions—though harder to measure—still predicts student outcomes in one model.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590637,1792435283,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","American Educational Research Journal October 2018, Vol. 55, No. 5, pp. 1076–1112 DOI: 10.3102/0002831218769614  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)  \n􀀂 2018 AERA. [http://aerj](http://aerj).[aera.net](aera.net)  \nConnections Between Teachers’Knowledge of Students, Instruction, and Achievement Outcomes  \nHeather C. Hill  \nMark Chin   \nHarvard Graduate School of Education  \nBoth scholars and professional standards identify teachers’ knowledge of students as important to promoting effective instruction and student learning. Prior research investigates two such types of knowledge: knowledge of student thinking and teacher accuracy in predicting student performance on cognitive assessments. However, the field presents weak evidence regarding whether these constructs are amenable to accurate measurement and whether such knowledge relates to instruction and student outcomes. Without this evidence, it is difficult to assess the relevance of this form of teacher knowledge. In this article, evidence from 284 teachers suggests that accuracy can be adequately measured and relates to instruction and student outcomes. Knowledge of student misconceptions proved more difficult to measure, yet still predicted student outcomes in one model.  \nKEYWORDS: achievement, instructional practices, mathematics education, teacher knowledge  \nnowledge of students ranks high among the teacher capabilities  \nKfied by both professional standards documents (Council of Chief  \nidentiSchool  \nOfficers, 2011; National Board for Professional Teaching Standards, 1989) and scholars (Cohen, Raudenbush, & Ball, 2003; Shulman, 1986, 1987) as important to good teaching. Such knowledge is thought to enable a variety of effective classroom strategies, including adjusting the pacing of instruction based on student need (Clark & Peterson, 1986), forming appropriate  \nHEATHER C. HILL is the Jerome T. Murphy Professor of Education at the Harvard Graduate School of Education, 6 Appian Way \\#445, Cambridge, MA 02138; e-mail: [heather_hill@gse.harvard.edu](heather_hill@gse.harvard.edu. She)[. She](heather_hill@gse.harvard.edu. She) specializes in research on teachers, teacher policy, and mathematics instruction.  \nMARK CHIN is a PhD candidate in Education Policy and Program Evaluation at Harvard University. His research interest centers on the experiences and outcomes of students of color and first-and second-generation students in U.S. K–12 educational contexts.  \nTeachers’ Knowledge of Students  \ninstructional groups (Shavelson & Borko, 1979), facilely assessing student understanding and misunderstanding in the moment (Ball, Thames, & Phelps, 2008; Johnson & Larsen, 2012), designing instruction to address common student misconceptions (Stein, Engle, Smith, & Hughes, 2008), and designing tasks and questions to further student understanding (An, Kulm,& Wu, 2004; Peterson, Carpenter, & Fennema, 1989) . Several broad-scale interventions and professional development efforts are based on the idea that improving teachers’knowledge of students will improve these aspects of instruction and thus student outcomes, and evidence shows that some of these approaches have worked (Bell, Wilson, Higgins, & McCoach, 2010; Black & Wiliam, 1998; Carpenter, Fennema, Peterson, Chiang, & Loef, 1989) .  \nDespite this considerable consensus on the importance of teachers’knowledge of students, research in this domain lacks information on two critical issues. First, the field presents incomplete evidence regarding how well teachers’ capacities in this domain can be measured and how such teacher capacities relate to other forms of teacher knowledge, such as subject matter knowledge. Without this evidence, it is difficult to ascertain whether teachers’ knowledge of students is a separate, identifiable construct amenable to accurate measurement. Second, the field presents weak and inconsistent evidence regarding whether teachers’ knowledge of stu","cbCaiufzFwsSSPUC","https://ap.wps.com/l/cbCaiufzFwsSSPUC","pdf",909450,37,"English","# Prior Research\n# Teachers’ Knowledge of Students\n# Research Questions\n# Data and Analyses","[{\"question\":\"What two types of teacher knowledge does the article focus on?\",\"answer\":\"It focuses on teachers’ knowledge of student thinking and teachers’ accuracy in predicting student performance on cognitive assessments.\"},{\"question\":\"How does the study evaluate whether these constructs can be measured accurately?\",\"answer\":\"It uses evidence from 284 teachers to assess whether teacher accuracy measures remain adequate for measurement and whether they relate to instruction and outcomes.\"},{\"question\":\"Do teacher knowledge measures relate to student outcomes?\",\"answer\":\"Yes. Teacher accuracy relates to instruction and student outcomes, and knowledge of misconceptions—though harder to measure—still predicts student outcomes in one model.\"}]","Connections Between Teachers’Knowledge of Students, Instruction, and Achievement Outcomes | PDF",1792070097,93]