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The study finds that teachers’ mathematical knowledge and district context explain a moderate portion of variation in mathematics-specific teaching dimensions, while factors such as experience, preparation, non-instructional work hours, and school environment measures contribute very little.",{"@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/resources-for-teaching-examining-personal-and-institutional-predictors-of-high-quality-instruction/589845/",{"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/resources-for-teaching-examining-personal-and-institutional-predictors-of-high-quality-instruction/589845.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper study about instructional quality?","Question",{"text":112,"@type":113},"It examines how personal and institutional “resources for teaching” predict instructional quality in upper elementary mathematics classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which factors are most strongly linked to mathematics-specific teaching dimensions?",{"text":117,"@type":113},"Teachers’ mathematical knowledge and district context explain a moderate share of the variation in mathematics-specific teaching dimensions.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors show little explanatory power in the study?",{"text":121,"@type":113},"Teacher experience, preparation, non-instructional work hours, and measures of the school environment explain very little variation in any dimension.","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},589845,1792188984,{"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":44,"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},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nOctober-December 2015, Vol. 1, No. 4, pp. 1–23 DOI: 10. 1177/2332858415617703 © The Author(s) 2015. [http://ero.sagepub.com](http://ero.sagepub.com)  \nResources for Teaching: Examining Personal and Institutional Predictors of High-Quality Instruction  \nHeather C. Hill  \nDavid Blazar  \nKathleen Lynch  \nHarvard Graduate School of Education  \nPolicymakers and researchers have for many years advocated disparate approaches to ensuring teachers deliver highquality instruction, including requiring that teachers complete specific training requirements, possess a minimum level of content knowledge, and use curriculum materials and professional development resources available from schools and districts. In this paper, we investigate the extent to which these factors, which we conceptualize as resources for teaching, predict instructional quality in upper elementary mathematics classrooms. Results show that teachers’mathematical knowledge and their district context explained a moderate share of the variation in mathematics-specific teaching dimensions; other factors, such as teacher experience, preparation, non-instructional work hours, and measures of the school environment, explained very little variation in any dimension.  \nKeywords: elementary school, mathematics, teachers, instructional practices  \nIntroduction  \nOver the past half-century, scholars have attempted to explain why some teachers appear more effective than others in raising student test scores. A substantial body of research, some of it experimental, in the “process-product” tradition found, for example, relationships between student achievement and opportunity to learn, time spent on curricular activities, and classroom management (for a review, see Brophy & Good, 1986) . Studies from the “education production function” literature indicate that students learn more from teachers who have stronger content preparation and more classroom experience (Bowles, 1970; Chetty et al., 2011; Hanushek, 1979; Monk, 1994; Wayne & Youngs, 2003) . A similar line of research beginning in the 1980s suggests that teachers’ knowledge of the specific content they teach—sometimes called pedagogical content knowledge or content knowledge for teaching—predicts differences in student achievement (Baumert et al., 2010; Hill, Rowan, & Ball, 2005; Metzler & Woessmann, 2012). And over the past several years, data generated from video-based technology and lessons scored on observation instruments identified several other classroom characteristics that predict student performance: an orderly and positive environment (Bell et al., 2012), time on task (Stronge, Ward, & Grant, 2011), and the cognitive and disciplinary demand of instruction (Blazar, 2015; Grossman, Cohen, Ronfeldt, & Brown, 2014; Hill, Kapitula, & Umland, 2011) .  \nAlthough it is clear that specific teacher characteristics and teaching practices can improve students’ academic achievement, little is known about factors that predict teaching itself. That is, which elements in teachers’ backgroundsand environments relate to the quality of their instructional practices? Despite the fact that teachers’ effects on student outcomes logically occur through instruction, fewer studies have examined whether and how this occurs. In fact, some have argued that teaching is the “missing variable”(Smith, Desimone, & Ueno, 2005, p. 77) in analyses relating teacher characteristics to student achievement. In this line of thinking, understanding the ways in which teacher backgrounds, teacher habits and skills, and school and district environments support instructional quality could help direct resources—interventions, broad-scale policies, and research priorities—toward factors likely to improve classroom teaching and, by extension, student test scores. These efforts are particularly important for mathematics, which is a growing focus of U.S. education policy (Johnson, 2012) .  \nResearch that does exist in this area points to relationships betwe","cbCaibOER2pOlMOS","https://ap.wps.com/l/cbCaibOER2pOlMOS","pdf",490175,23,"English","# Introduction\n## Research traditions and prior findings\n## What predicts teaching itself\n# Measuring instructional quality","[{\"question\":\"What does the paper study about instructional quality?\",\"answer\":\"It examines how personal and institutional “resources for teaching” predict instructional quality in upper elementary mathematics classrooms.\"},{\"question\":\"Which factors are most strongly linked to mathematics-specific teaching dimensions?\",\"answer\":\"Teachers’ mathematical knowledge and district context explain a moderate share of the variation in mathematics-specific teaching dimensions.\"},{\"question\":\"Which factors show little explanatory power in the study?\",\"answer\":\"Teacher experience, preparation, non-instructional work hours, and measures of the school environment explain very little variation in any dimension.\"}]","Resources for Teaching - Examining Personal and Institutional Predictors of High-Quality Instruction | PDF",1792068247,58]