Mental simulations to facilitate teacher learning of ambitious mathematics instruction in coaching interactions
暂无分享,去创建一个
[1] K. Miller,et al. Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking , 2021, Instructional Science.
[2] William W. Cobern,et al. There is an Evidence Crisis in Science Educational Policy , 2021, Educational Psychology Review.
[3] S. McKenney,et al. Teacher Video Coaching, From Design Features to Student Impacts: A Systematic Literature Review , 2021, Review of Educational Research.
[4] Eben B. Witherspoon,et al. Coaching that supports teachers’ learning to enact ambitious instruction , 2021, Instructional Science.
[5] Argenta Price,et al. A Detailed Characterization of the Expert Problem-Solving Process in Science and Engineering: Guidance for Teaching and Assessment , 2020, CBE life sciences education.
[6] J. Loughran. Pedagogical reasoning: the foundation of the professional knowledge of teaching , 2019, Policy, Teacher Education and the Quality of Teachers and Teaching.
[7] Erin E. Baldinger,et al. What if … ? Exploring thought experiments and non-rehearsing teachers’ development of adaptive expertise in rehearsal debriefs , 2021 .
[8] Lindsay Clare Matsumura,et al. Effects of Online Content‐Focused Coaching on Discussion Quality and Reading Achievement: Building Theory for How Coaching Develops Teachers’ Adaptive Expertise , 2020, Reading Research Quarterly.
[9] M. Stein,et al. Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model , 2020, Educational Evaluation and Policy Analysis.
[10] S. McKenney,et al. Uniting epistemological perspectives to support contextualized knowledge development , 2020, Educational Technology Research and Development.
[11] Jenni Conrad,et al. From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education , 2020, Teaching and teacher education.
[12] A. Lefstein,et al. Taking stock of research on teacher collaborative discourse: Theory and method in a nascent field , 2020, Teaching and Teacher Education.
[13] Nicole Louie,et al. Agency Discourse and the Reproduction of Hierarchy in Mathematics Instruction , 2020, Cognition and Instruction.
[14] Janet F. Carlson,et al. Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers’ Responsiveness to Students’ Ideas , 2020, Journal of Teacher Education.
[15] Adam Handelzalts,et al. The Effects of Networked Professional Learning Communities , 2019 .
[16] Ying‐Chih Chen,et al. Managing uncertainty in scientific argumentation , 2019, Science Education.
[17] Martyna Citkowicz,et al. How Responsive Is a Teacher’s Classroom Practice to Intervention? A Meta-Analysis of Randomized Field Studies , 2019, Review of Research in Education.
[18] Lindsay Clare Matsumura,et al. Online content-focused coaching to improve classroom discussion quality , 2019, Technology, Pedagogy and Education.
[19] Evan J. Fishman,et al. Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation , 2019, American Educational Research Journal.
[20] J. Husu,et al. Examining teachers’ adaptive expertise through personal practical theories , 2019, Teaching and Teacher Education.
[21] Manka M. Varghese,et al. Making Justice Peripheral by Constructing Practice as “Core”: How the Increasing Prominence of Core Practices Challenges Teacher Education , 2018, Journal of Teacher Education.
[22] Carla M. Firetto,et al. Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension , 2018 .
[23] M. Stein,et al. Teachers' learning to facilitate high‐level student thinking: Impact of a video‐based professional development , 2018 .
[24] M. Kraft,et al. The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence , 2018 .
[25] Klara Sedova,et al. A case study of a transition to dialogic teaching as a process of gradual change , 2017 .
[26] L. Major,et al. Using video to support in-service teacher professional development: the state of the field, limitations and possibilities , 2017 .
[27] Evan J. Fishman,et al. A Practice-Based Professional Development Program to Support Scientific Argumentation From Evidence in the Elementary Classroom , 2017 .
[28] Laura M. Desimone,et al. Instructional Coaching as High-Quality Professional Development , 2017 .
[29] M. Haneda,et al. Instructional coaching through dialogic interaction: helping a teacher to become agentive in her practice , 2017 .
[30] M. Kennedy. How Does Professional Development Improve Teaching? , 2016 .
[31] Martin Sedláček,et al. Teacher professional development as a means of transforming student classroom talk , 2016 .
[32] Cyrille Gaudin,et al. Video viewing in teacher education and professional development: A literature review , 2015 .
[33] Julia Snell,et al. From Moves to Sequences: Expanding the Unit of Analysis in the Study of Classroom Discourse. , 2015 .
[34] Alina Reznitskaya,et al. Positively Transforming Classroom Practice Through Dialogic Teaching , 2015 .
[35] Hala Ghousseini,et al. Investigating the Potential of Guided Practice With an Enactment Tool for Supporting Adaptive Performance , 2015 .
[36] Christa S. C. Asterhan,et al. Socializing Intelligence Through Academic Talk and Dialogue , 2015 .
[37] P. K. Murphy,et al. Dialogue-Intensive Pedagogies for Promoting Reading Comprehension: What We Know, What We Need to Know , 2015 .
[38] Randi A. Engle,et al. Orchestrating Productive Mathematical Discussions: Helping Teachers Learn to Better Incorporate Student Thinking , 2015 .
[39] Elizabeth A. van Es,et al. An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice , 2015 .
[40] Mary Kay Stein,et al. Learning to See Teaching in New Ways , 2015 .
[41] C. Beauchamp,et al. Reflection in teacher education: issues emerging from a review of current literature , 2015 .
[42] Franco Landriscina,et al. The role of mental simulation in understanding and in creating scientific concepts , 2015 .
[43] Federico Corni,et al. Innovazione nella didattica delle scienze nella scuola primaria e dell’infanzia: al crocevia fra discipline scientifiche e umanistiche. Atti del Convegno (Modena-Reggio Emilia, 21-22 novembre 2014). Articoli selezionati , 2015 .
[44] K. McGovern,et al. The Mirage: Confronting the Hard Truth about Our Quest for Teacher Development. , 2015 .
[45] A. Masten,et al. Positive Psychology in Practice Promoting Human Flourishing in Work , Health , Education , and Everyday Life , 2015 .
[46] Eva-Marie Harlin,et al. Watching oneself teach – long-term effects of teachers’ reflections on their video-recorded teaching , 2014 .
[47] H. Doerr,et al. Mathematics teachers’ learning: a conceptual framework and synthesis of research , 2014 .
[48] J. Merriënboer,et al. How experts deal with novel situations: A review of adaptive expertise , 2014 .
[49] A. Lefstein,et al. Better than Best Practice: Developing teaching and learning through dialogue , 2013 .
[50] Alina Reznitskaya,et al. Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching , 2013 .
[51] Lefstein. Better Than Best Practice , 2013 .
[52] Anna H. Hall,et al. The Development of Reflective Practice in American Education. , 2013 .
[53] Kevin A Hallgren,et al. Computing Inter-Rater Reliability for Observational Data: An Overview and Tutorial. , 2012, Tutorials in quantitative methods for psychology.
[54] T. Philip. An “Ideology in Pieces” Approach to Studying Change in Teachers’ Sensemaking About Race, Racism, and Racial Justice , 2011 .
[55] Rachael Gabriel,et al. A Practice-Based Theory of Professional Education , 2011 .
[56] Mary Kay Stein,et al. Selecting and Supporting the Use of Mathematics Curricula at Scale , 2010 .
[57] Susan Bell Trickett,et al. How Do Scientists Respond to Anomalies? Different Strategies Used in Basic and Applied Science , 2009, Top. Cogn. Sci..
[58] B. Hamre,et al. Teacher Characteristics Associated With Responsiveness and Exposure to Consultation and Online Professional Development Resources , 2009, Early education and development.
[59] Bo T. Christensen,et al. The role and impact of mental simulation in design , 2009 .
[60] M. G. Sherin,et al. Effects of Video Club Participation on Teachers' Professional Vision , 2009 .
[61] K. A. Ericsson,et al. Deliberate practice and acquisition of expert performance: a general overview. , 2008, Academic emergency medicine : official journal of the Society for Academic Emergency Medicine.
[62] Jessica Thompson,et al. Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations , 2008 .
[63] Gary Klein,et al. Naturalistic Decision Making , 2008, Hum. Factors.
[64] M. G. Sherin,et al. Mathematics teachers' "learning to notice" in the context of a video club , 2008 .
[65] H. Borko,et al. Video as a Tool for Fostering Productive Discussions in Mathematics Professional Development. , 2008 .
[66] Susan Bell Trickett,et al. "What if...": The Use of Conceptual Simulations in Scientific Reasoning , 2007, Cogn. Sci..
[67] G. Wells,et al. Dialogue in the Classroom , 2006 .
[68] K. A. Ericsson,et al. The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance , 2006 .
[69] Richard E. Clark,et al. Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching , 2006 .
[70] J. Bransford,et al. Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. , 2005 .
[71] Victoria Hoban,et al. The Reflective Practitioner , 2013 .
[72] Hilde van der Togt,et al. Publisher's Note , 2003, J. Netw. Comput. Appl..
[73] Carol R. Rodgers,et al. Voices Inside Schools , 2002 .
[74] Carol R. Rodgers,et al. Defining Reflection: Another Look at John Dewey and Reflective Thinking , 2002, Teachers College Record: The Voice of Scholarship in Education.
[75] Carol R. Rodgers,et al. Seeing Student Learning: Teacher Change and the Role of Reflection. Voices inside Schools. , 2002 .
[76] R. Mistretta,et al. "Principles and Standards for School Mathematics" in the Classroom. , 2001 .
[77] Kenneth M. Zeichner,et al. Reflective Teaching: An Introduction , 1996 .
[78] J. Loughran. Developing Reflective Practice: Learning About Teaching And Learning Through Modelling , 1996 .
[79] Matthew B. Miles,et al. Qualitative Data Analysis: An Expanded Sourcebook , 1994 .
[80] D. Cicchetti. Guidelines, Criteria, and Rules of Thumb for Evaluating Normed and Standardized Assessment Instruments in Psychology. , 1994 .
[81] D. Hunt. Cognition and Learning , 1989 .
[82] R. Gallimore,et al. Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context , 1988 .
[83] L. Shulman. Knowledge and Teaching: Foundations of the New Reform , 1987 .
[84] M. Lampert. How Do Teachers Manage to Teach? Perspectives on Problems in Practice , 1985 .
[85] G. Hatano,et al. TWO COURSES OF EXPERTISE , 1984 .
[86] A. D. D. Groot. Thought and Choice in Chess , 1978 .
[87] De Groot,et al. Thought and choice in chess, 2nd ed. , 1978 .