Geoffrey Phelps

Biographic Data

ID3828045
NAMEGeoffrey Phelps
GIVEN NAMESGeoffrey
FAMILY NAMEPhelps
SIGNATUREPHELPS G
AFFILIATIONSEducational Testing Service
ORCID0000-0003-1470-3041
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS118
AUTHOR COUNT9
EDITOR COUNT0
FIRST PUBLICATION YEAR2008
LATEST PUBLICATION YEAR2026
H-INDEX2

  • Identifying High-Leverage Practices for Guiding the Development of Teaching Assessments

    Open AccessGeoffrey Phelps, G G Phelps et al.ARTICLEETS Research Report Series2026

    This report identifies eight high-leverage practices (HLPs) for teaching that are intended for use in guiding the development of a next generation of teaching assessments. The identified HLPs are drawn from an existing framework that provides empirical and theoretical research backing for 34 HLPs that make up the work of teaching. The report describes the methods used to select a subset of eight HLPs and provides initial recommendations for the a…

  • Teachers’ perceptions of culturally responsive personalised learning

    Open AccessTeresa M Ober, Blair Lehman et al.ARTICLETeachers and Teaching2026

    This study explored teachers’ perceptions of culturally responsive personalised learning (CRPL), a pedagogical approach which draws on practices associated with personalised learning and culturally responsive teaching to integrate students’ contexts into teaching. CRPL emphasises adapting teaching to meet students’ individual needs, fostering student engagement and agency, and promoting equity and inclusion in education. Drawing from a nationally…

  • Using a Multi-Agent System and Evidence-Centered Design to Integrate Educator Expertise Within Generated Feedback

    Open AccessErin Barno, Geoffrey PhelpsARTICLEEducation Sciences2025

    Generative AI (GenAI) can support mathematics teacher learning by automating parts of teacher rehearsals, or opportunities for teachers to practice specific mathematics teaching skills, receive feedback, and refine their approaches. However, little is known about how to design GenAI solutions that incorporate the expertise of mathematics teacher educators into the design of GenAI solutions. This article proposes a three-part design framework: fir…

  • Assessing reproducibility in sedimentary macroscopic charcoal count data

    Open AccessLysanna Anderson, Liubov Presnetsova et al.ARTICLEQuaternary Research2023

    Current understanding of global late Quaternary fire history is largely drawn from sedimentary charcoal data. Since publication, CharAnalysis increasingly has been relied upon as a robust method for analyzing these data. However, several underlying assumptions of the algorithm have not been tested. This study uses replicated charcoal count data to examine the assumption of Poisson distribution and reproducibility of peak detection. Results show 9…

  • Dimensionality and validity of the content knowledge for teaching construct using cognitive diagnostic modeling and known groups comparisons

    Open AccessCharles Iaconangelo, Charles J Iaconangelo et al.ARTICLETeaching and Teacher Education2022Cited by: 1References: 3

  • The practice of licensure, the licensure of practice

    Open AccessGeoffrey Phelps, Gary SykesARTICLEPhi Delta Kappan2020

    Licensure tests play a critical role in any profession. Well-designed tests both delineate the core competencies that are required to enter a profession and provide evidence that candidates can safely practice in the profession. They also identify the professional knowledge and skill that differentiates any educated individual from the well-prepared professional. Geoffrey Phelps and Gary Sykes use a series of assessment tasks to illustrate how te…

  • Does Teacher Learning Last? Understanding How Much Teachers Retain Their Knowledge After Professional Development

    Open AccessShuangshuang Liu, Geoffrey PhelpsARTICLEJournal of Teacher Education2020Cited by: 2References: 48

    Teacher professional development (PD) is seen as a promising intervention to improve teacher knowledge, instructional practice, and ultimately student learning. While research finds instances of significant program effects on teacher knowledge, little is known about how long these effects last. If teachers forget what is learned, the contribution of the intervention will be diminished. Using a large-scale data set, this study examines the sustain…

  • Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study

    Heather C Hill, Heather Hill et al.ARTICLECognition and Instruction2008

    This study illuminates claims that teachers' mathematical knowledge plays an important role in their teaching of this subject matter. In particular, we focus on teachers' mathematical knowledge for teaching (MKT), which includes both the mathematical knowledge that is common to individuals working in diverse professions and the mathematical knowledge that is specialized to teaching. We use a series of five case studies and associated quantitative…

  • Content Knowledge for Teaching: What Makes It Special

    Open AccessDeborah Loewenberg Ball, Mark Hoover Thames et al.ARTICLEJournal of Teacher Education2008Cited by: 115References: 25

    This article reports the authors' efforts to develop a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge. As the concept of pedagogical content knowledge caught on, it was in need of theoretical development, analytic clarification, and empirical testing. The purpose of the study was to investigate the nature of professionally oriented subject matter knowledge in mathematics b…