Teacher knowledge is measured very differently when it is viewed as an input (predictor) versus where it is an outcome. In addition, information about measures of teacher knowledge is quite limited---suggesting that this form of knowledge may be poorly measured across the studies in the sample.
Becker, B. J., & Aloe, A. M. (2008, March). Teacher Science Knowledge and Student Science Achievement. Paper presented at the annual meeting of the American Educational Research Association, New York, NY. [PowerPoint slides]
Zhang, Y., & Becker, B. J. (2008, March). Reliability generalization under different conditions – a RG study for the TQ-QT project. Paper presented at the annual meeting of the American Educational Research Association, New York, NY. [PowerPoint slides]
Becker, B. J. (2007, October). How is teacher knowledge measured? Paper presented at the annual meeting of the Society for Multivariate Experimental Psychology, Chapel Hill, NC.
Zhang, Y., & Becker, B. J. (2007, July). Reliability generalization and different assumptions in meta-analysis. Poster presented at the annual meeting of the Society of Research Synthesis Methodology, Evanston, IL.
The researchers are developing an online database for public access.