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

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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 <http://bit.ly/11bvLtS>.  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 <http://bit.ly/aL87VT>: "Teachers who possess both content knowledge and 'pedagogical content knowledge' are more apt to deliver effective instruction."
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To access the complete 12 kB post please click on <http://yhoo.it/13Zh89O>.


Richard Hake, Emeritus Professor of Physics, Indiana University
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"It ain't what you don't know that gives you trouble, it's what you know that ain't so."
- According to Wikiquote <http://bit.ly/128Eb22>: "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 <http://bit.ly/> and accessed on 06 May 2013.]
Hake, R.R. 2013. "Effective Teachers Need Pedagogical Content Knowledge" online on the OPEN! Net-Gold archives at <http://yhoo.it/13Zh89O>. 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  <http://bit.ly/10iaGw8> with a provision for comments.