Some subscribers to Math-Teach might be interested in a recent post "Effective Teachers Need Pedagogical Content Knowledge" [Hake (2013)].  The abstract reads:

ABSTRACT: Phil Sadler alerted the PhysLrnR list to "The Influence of Teachers' Knowledge on Student Learning in Middle School Physical Science Classrooms" [Sadler et al. (2013)] online to subscribers at <>.  That article suggests that "a teacher's ability to identify students' most common wrong answer on multiple-choice items, A FORM OF PEDAGOGICAL CONTENT KNOWLEDGE, is an additional measure of science teacher competence." [My CAPS.]
That *pedagogical content knowledge* is important for *effective* teaching was emphasized in Lesson #7 of "Lessons from the Physics Education Reform Effort" [Hake (2002)] at <>: "Teachers who possess both content knowledge and 'pedagogical content knowledge' are more apt to deliver effective instruction."

To access the complete 12 kB post please click on <>.

Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: <>
Links to Socratic Dialogue Inducing (SDI) Labs: <>
Academia: <>
Blog: <>
GooglePlus: <>
Google Scholar:  <>
Twitter: <>
Facebook: <>

"It ain't what you don't know that gives you trouble, it's what you know that ain't so."
- According to Wikiquote <>: "Frequently attributed to Mark Twain, and often to Will Rogers. . . .[[as does Science News]]. . . ., Satchel Paige, Artemus Ward, as well as others."

REFERENCES [URL's shortened by <> and accessed on 06 May 2013.]
Hake, R.R. 2013. "Effective Teachers Need Pedagogical Content Knowledge" online on the OPEN! Net-Gold archives at <>. Post of 6 May 2013 13:13:17-0700. The abstract and link to the complete post are being transmitted to several discussion lists and are on my blog "Hake'sEdStuff" at  <> with a provision for comments.