# Search

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Connecting Research to Teaching: Focusing on Mathematical Arguments
Research leads to a framework modifying Toulmin's model of argumentation to help teachers interpret classroom discussion and…

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Professional development aligned with AP Chemistry curriculum: Promoting science practices and facilitating enduring conceptual understanding
The recent revisions to the advanced placement (AP…

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Simulating teaching: New possibilities for assessing teaching practice
This paper argues that successful practice-based teacher education requires innovations in assessment that can better…

To customize or not to customize? Exploring science teacher customization in an online lesson portal

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To customize or not to customize? Exploring science teacher customization in an online lesson portal
New technologies are increasingly giving science teachers the ability to access and…

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The Power and Promise of a Digital Tool for Teaching Inquiry Science
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Why a Digital Teacher Guide?
Inquiry-based educative curricula and teachers who use these curricula as intended are major factors in achieving successful student learning outcomes in science.…

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Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop
On July 15-17, 2012 the United States National Commission on…

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Teachers’ support of students’ instrumentation in a collaborative, dynamic geometry environment
Alqahtani, M. M., & Powell, A. B. (2015). Teachers’ support of students’ instrumentation in…

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Instrumental development of teachers’ reasoning in dynamic geometry
Alqahtani, M. M., & Powell, A. B. (2015, March). Instrumental development of teachers’ reasoning in dynamic geometry.…

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Early Childhood Educators’ Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom
Quality early science education is important for addressing the low…

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Stoplight Model for Reflection
MORE for Teachers Stoplight Model for Reflection.pdf

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Uncovering the Skills That Preservice Teachers Bring to Teacher Education: The Practice of Eliciting a Student’s Thinking
Although teacher education is the formal means by which novices are…

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Ambitious Science Teaching
Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds…

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Measuring Science Instructional Practice: A Survey Tool for the Age of NGSS
Ambitious efforts are taking place to implement a new vision for science education in the United States, in both…

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The Diverse Faces of Teacher Leadership: A Typology and Survey Tool
The potential benefits of teacher leadership are widely acknowledged; however, the conceptualization of this construct is in…

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A Coding Tool for Examining the Substance of Teacher Professional Learning and Change with Example Cases from Middle School Science Lesson Study
Although lesson study is increasingly adopted…

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Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms
In this article, we turn our attention to context-based approaches to science…

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Patterns Linking Interpreting and Deciding How to Respond During the Launch of a Lesson: Noticing from an Integrated Perspective
Researchers have generated a powerful framework that…

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Scaling up innovative learning in mathematics: exploring the effect of different professional development approaches on teacher knowledge, beliefs, and instructional practice
Professional…

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Guiding collaborative revision of science explanations
This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies…

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Complementary Assessments of Prospective Teachers’ Skill with Eliciting Student Thinking
As teacher education shifts to focus on teaching beginners to do the work of teaching, assessments need…

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Supporting the Scientific Practices through Epistemologically Responsive Science Teaching
Meaningfully engaging students in the NGSS scientific practices requires that student ideas become the…

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Extended Reality Initiative: 360 Videos of Teaching/Learning Mathematics
This website provides a growing repository of 360 videos of classroom instruction (currently focusing on elementary…

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Describing Curricular Materials for Mathematics Teacher Education in an Online, Rich Media Platform
This chapter explores a way of describing the teacher education curricular materials being…

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An Emerging Community in Online Mathematics Teacher Professional Development: An Interactional Perspective
Online collaborative and content-focused professional development (PD) is becoming an…

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Transferability of Teacher Noticing
Numerous studies have reported positive outcomes of noticing interventions on the development of prospective mathematics teachers’ (PMTs) noticing of a…

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The Role of Instructional Materials in the Relationship Between the Official Curriculum and the Enacted Curriculum
We studied how the distal policy mechanisms of curricular aims and…

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Prospective K-8 Teachers’ Noticing of Student Justifications and Generalizations in the Context of Analyzing Written Artifacts and Video-Records
BackgroundThis paper contributes to current…

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What You Find Depends on How You See: Examining Asset and Deficit Perspectives of Preservice Science Teachers’ Knowledge and Learning
This article explores how scholars have framed studies of…

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“Teaching Them How to Fish”: Learning to Learn and Teach Responsively
The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new…

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Investigating High School Chemistry Teachers’ Assessment Item Generation Processes for a Solubility Lab
Designing high school chemistry assessments is a complex and difficult task. Although…

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Investigating How Assessment Design Guides High School Chemistry Teachers’ Interpretation of Student Responses to a Planned, Formative Assessment
High school chemistry teachers will often…

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Visualizing Chemistry Teachers’ Enacted Assessment Design Practices to Better Understand Barriers to “Best Practices”
Even when chemistry teachers’ beliefs about assessment design align with…

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Clarifiable Ambiguity in Classroom Mathematics Discourse
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is…

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Conceptualizing Important Facets of Teacher Responses to Student Mathematical Thinking
We argue that progress in the area of research on mathematics teacher responses to student thinking could…

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Teachers' Orientations Toward Using Student Mathematical Thinking as a Resource During Whole-Class Discussion
Using student mathematical thinking during instruction is valued by the…

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Teachers' Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning
Teacher responses to student mathematical thinking (SMT) matter because…

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Teaching Science in Rural Elementary Schools: Affordances and Constraints in the Age of NGSS
Providing science instruction is an ongoing priority and challenge in elementary grades, especially…

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Networking Frameworks: A Method for Analyzing the Complexities of Classroom Cultures Focusing on Justifying
In this paper, we network five frameworks (cognitive demand, lesson cohesion,…

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Teaching Early Algebra through Example-based Problem Solving: Insights from Chinese and U.S. Elementary Classrooms
Drawing on rich classroom observations of educators teaching in China and the…

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Activating Math Talk: 11 Purposeful Techniques for Your Elementary Students
Many mathematics teachers agree that engaging students in high quality discourse is important for their conceptual…

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Out-of-Field Teaching in Science
Special issue of the Journal of Science Teacher Education focused on out-of-field teaching in science.
Luft, J. A., Hobbs. L., & Hanuscin, D. (Eds.) (2020…

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In the Classrooms of Newly Hired Secondary Science Teachers: The Consequences of Teaching In-field or Out-of-field
Science teachers must sometimes teach outside of their expertise, and this…

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Controlled Implementations: Teaching Practice to Practicing Mathematics Teachers
In this chapter, we use the Framework for Teaching Practice (Grossman, et al., 2009) as a conceptual tool for…

Decomposing Practice in Teacher Professional Development: Examining Sequences of Learning Activities

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Decomposing Practice in Teacher Professional Development: Examining Sequences of Learning Activities
In this paper, we analyze a PD design, examining its activities and the sequencing of…

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Talk is the Ticket to Teaching Math to English Learners
This article describes one mathematics professional development program designed to support all K-5 students' engagement in productive…

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“Well That's How the Kids Feel!”—Epistemic Empathy as a Driver of Responsive Teaching
While research shows that responsive teaching fosters students' disciplinary learning and equitable…

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Eliminating counterexamples: An intervention for improving adolescents’ contrapositive reasoning
Students’ difficulties with contrapositive reasoning are well documented. Lack of intuition…

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Eliminating counterexamples: A case study intervention for improving adolescents’ ability to critique direct arguments
Students’ difficulties with argumentation, proving, and the role of…

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Domain appropriateness and skepticism in viable argumentation
https://pmena2020.cinvestav.mx/Program-Proceedings/Proceedings