Jessica Thompson

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Proposing a Core Set of Instructional Practices and Tools for Teachers of Science

David Stroupe, Jessica Thompson, Mark Windschitl, 2012 .

Developing a Theory of Ambitious Early-Career Teacher Practice

Jessica Thompson, Mark Windschitl, Melissa Braaten, 2013 .

Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations

Jessica Thompson, Mark Windschitl, Melissa Braaten, 2008 .

How Novice Science Teachers Appropriate Epistemic Discourses Around Model-Based Inquiry for Use in Classrooms

Jessica Thompson, Mark Windschitl, Melissa Braaten, 2008 .

Learning Progressions To Support Ambitious Teaching Practices

E. Furtak, M. Windschitl, Jessica Thompson, 2012 .

Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking

M. Windschitl, Hosun Kang, David Stroupe, 2016 .

Shifting the Intellectual Authority in Science Classrooms from Teachers to Students: How Novice Teachers Use Tools to Analyze and Advance Practice.

Jessica Thompson, A. Kramer, Lindsay Carlson, 2014 .

Four years of collaboration in a professional learning community: Shifting toward supporting students' epistemic practices

Jessica Thompson, Soo‐Yean Shim, 2022, Science Education.

Funneling versus Focusing: When talk, tasks, and tools work together to support students' collective sensemaking

Sara Hagenah, Jessica Thompson, Carolyn Colley, 2018, Science Education International.

Tablet versus paper marking in assessment: feedback matters

E. Bate, Jessica Thompson, A. Denison, 2016, Perspectives on Medical Education.

Sharing the Expertise: Middle School Girls and Community Members as Solution and Communication Partners

Sara Hagenah, Jessica Thompson, 2016 .

Making student thinking visible with public representations

M. Windschitl, Jessica Thompson, 2013 .

The Modeling Toolkit: Making Student Thinking Visible with Public Representations

M. Windschitl, Jessica Thompson, 2013 .

Opportunities for Students to Show What They Know: The Role of Scaffolding in Tasks

M. Windschitl, Hosun Kang, Jessica Thompson, 2014 .

Works Title Creating Opportunities for Students to Show What They Know : The Role of Scaffolding in Assessment Tasks Permalink

M. Windschitl, Hosun Kang, Jessica Thompson, 2014 .

Ambitious Pedagogy by Novice Teachers: Who Benefits from Tool-Supported Collaborative Inquiry into Practice and Why?

Jessica Thompson, Mark Windschitl, Melissa Braaten, 2011 .

Engaging Girls’ Sociohistorical Identities in Science

Jessica Thompson, Jessica Thompson, 2014 .

Transcending Simple Forms of School Science Investigation:The Impact of Preservice Instruction on Teachers’ Understandings of Model-Based Inquiry

Jessica Thompson, Mark Windschitl, M. Windschitl, 2006 .

Toward a practice‐based theory for how professional learning communities engage in the improvement of tools and practices for scientific modeling

Scott P. McDonald, Sara Hagenah, Christie Barchenger, 2019, Science Education.

Rigor and Responsiveness in Classroom Activity

David Stroupe, Jessica Thompson, Mark Windschitl, 2016, Teachers College Record: The Voice of Scholarship in Education.

Designing,Launching, and ImplementingHighQualityLearningOpportunities forStudentsThatAdvanceScientificThinking

M. Windschitl, Hosun Kang, David Stroupe, 2016 .

Problems Without Ceilings

Sara Hagenah, Jessica Thompson, Katherine E. Laxton, 2015 .

Practice Makes Practice: Learning to Teach in Teacher Education

Sheila W. Valencia, M. Windschitl, Jessica Thompson, 2014 .

Creating Material Representations of Practice at the Boundary of Professional Development and Classroom Practice

Jessica Thompson, Scott McDonald, 2014, ICLS.

Launching Networked PLCs: Footholds Into Creating and Improving Knowledge of Ambitious and Equitable Teaching Practices in an RPP

J. Richards, Jessica Thompson, B. Sjoberg, 2019, AERA Open.

Tablet versus paper marking in assessment: feedback matters

E. Bate, Jessica Thompson, A. Denison, 2016, Perspectives on medical education.

Teachers’ Attempts to Respond to Students’ Lived Experiences

Sara Hagenah, Jessica Thompson, 2021, Journal of Science Teacher Education.

LEARNING PROGRESSIONS AS VISION TOOLS FOR ADVANCING TEACHERSʼ PEDAGOGICAL PERFORMANCE

Jessica Thompson, Jessica Thompson, 2009 .

Creating Opportunities for Students to Show What They Know: The Role of Scaffolding in Assessment Tasks - eScholarship

Hosun Kang, J Thompson, M Windschitl, 2014 .