Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects?

Given mixed findings on the association between teacher knowledge and student learning, in this study, we revert to Shulman's framework to reconsider this association by exploring both linear and curvilinear effects. Toward this end, we analyzed data from a paper-and-pencil survey on teaching fractions completed by 373 teachers and a test aligned in content administered to students (N = 1210) of a subsample of these teachers. A two-level hierarchical linear model using scales developed by employing Item Response Theory suggested a curvilinear association between teacher knowledge and student learning for fifth graders. The theoretical, methodological, and practical implications of these results are discussed.