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Complementary Assessments of Prospective Teachers’ Skill with Eliciting Student Thinking
Publication
Mathematics
Assessment…
Resource
“Teaching Them How to Fish”: Learning to Learn and Teach Responsively
Publication
Mathematics
Classroom Practice
Equity…
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Clarifiable Ambiguity in Classroom Mathematics Discourse
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Mathematics
Classroom Practice
Discourse…
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Conceptualizing Important Facets of Teacher Responses to Student Mathematical Thinking
Mathematics
Classroom Practice
Discourse
Pedagogy…
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Teachers' Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning
Publication
Mathematics…
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Teaching Early Algebra through Example-based Problem Solving: Insights from Chinese and U.S. Elementary Classrooms
Publication
Algebra…
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“Well That's How the Kids Feel!”—Epistemic Empathy as a Driver of Responsive Teaching
Publication
Science
Broadening…
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Examining the Responding Component of Teacher Noticing: A Case of One Teacher’s Pedagogical Responses to Students’ Thinking in Classroom Artifacts
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Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design
Publication
Physics
Science…
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Profiles of Teachers’ Expertise in Professional Noticing of Children’s Mathematical Thinking
Publication
Mathematics
Pedagogical…
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Documenting Two Emerging Sociomathematical Norms for Examining Functions in Mathematics Teachers’ Online Asynchronous Discussions
Publication…
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Uncovering Core Dimensions of K-12 Integrated STEM
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Engineering
Science
Classroom Practice…
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Investigating the Presence of Mathematics and the Levels of Cognitively Demanding Mathematical Tasks in Integrated STEM Units
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Promoting Meaningful Conversations Among Prospective Mathematics Teachers
Presentation
Mathematics
Classroom Practice…
Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change
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Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change
Publication
Chemistry
Science…
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Investigating the Mangle of Teaching Oxidation–Reduction with the VisChem Approach: Problematising Symbolic Traditions that Undermine Chemistry Concept Development
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Comparing How College Mathematics Instructors and High-School Teachers Recognize Professional Obligations of Mathematics Teaching when Making Instructional Decisions
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Refinement of an Instrument Measuring Science Teachers’ Knowledge of Language Through Mixed Method
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Science
Classroom…
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Intersections of Teacher Noticing and Culturally Sustaining Pedagogy: A Conceptual Framework to Inform the Design of Teacher Learning
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Why Does Teacher Learning Vary in Professional Development? Accounting for Organisational Conditions
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Why Does Teacher Learning Vary in Professional Development? Accounting for Organisational Conditions
Publication
Science
Pedagogical…
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Why Do Teachers Vary in Their Instructional Change During Science PD? The Role of Noticing Students in an Iterative Change Process
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Elementary Teachers’ Knowledge of Using Language as an Epistemic Tool in Science Classrooms: A Case Study
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Science…
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Secondary Mathematics Teachers’ Anticipations of Student Responses to Cognitively Demanding Tasks
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Mathematics
Classroom…
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Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-based Chemistry Instruction
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Chemistry…
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Elementary Preservice Teachers' Responsiveness While Eliciting Students' Initial Arguments and Encouraging Critique in Online Simulated Argumentation Discussions
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Preservice Teachers Noticing and Positioning Students as “Knowers” in Equitable Scientific Argumentation-based Discussions
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Mathematics…
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National Science Foundation-Funded Research Facilitates STEM Teaching
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Mathematics
Science
Gaming/Virtual…
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Chat-based Role-Play for Preservice Teachers to Practice Eliciting Students’ Arguments
Publication
Mathematics
Science…
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Shaping Ambitious Science Teaching to Be Culturally Sustaining and Productive in a Rural Context: Toward a Justice-Centered Ambitious Science Teaching Framework
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Cultivating a Higher Level of Student Agency in Collective Discussion: Teacher Strategies to Navigate Student Scientific Uncertainty to Develop a Trajectory of Sensemaking
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Demands, Tensions, and Resources When Implementing Ambitious Mathematics
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Mathematics
Pedagogy
Policy…