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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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What Does It Mean to Notice My Students’ Ideas in Science Today?: An Investigation of Elementary Teachers’ Practice of Noticing Their Students’ Thinking in Science Efforts toward improving K-…
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Guidelines for Conduct During Discussions Classroom-Guidelines-June2019.pdf
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Does student-centered instruction engage students differently? The moderation effect of student ethnicity Student-centered instruction is featured in reforms that aim to improve excellence and…
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Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices Emotions are central to how students experience mathematics…
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What Matters for Urban Adolescents’ Engagement and Disengagement in School: A Mixed-Methods Study This study uses a mixed-method sequential exploratory design to examine influences on urban…
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Theorizing Reciprocal Noticing with Non-dominant Students in Mathematics In this paper, I theorize reciprocal noticing as a relational practice through which teachers and students exchange…
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What Can We Learn from Correct Answers? Dig deeper into classroom artifacts using research-based learning progressions to enhance your analysis and response to student work, even when most…
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Simulations as a Tool for Practicing Questioning In this chapter we discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific…
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Growth in children’s understanding of generalizing and representing mathematical structure and relationships We share here results from a quasi-experimental study that examines growth in…
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“This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is Really Frying My Brain!”: How…
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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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Initiation-Entry-Focus-Exit and Participation: A Framework for Understanding Teacher Groupwork Monitoring Routines In this paper, we offer a framework for teacher monitoring routines—a…
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“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators There is international and widespread…
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Different Ways to Implement Innovative Teaching Approaches at Scale Maass, K., Cobb, P., Krainer, K., & Potari, D. (2019). Different ways to implement innovative teaching approaches at…
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Characterizing Science Classroom Discourse Across Scales Sandoval, W. A., Kawasaki, J., & Clark, H. F. (2020). Characterizing science classroom discourse across scales. Research in Science…
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Using Authentic Video Clips of Classroom Instruction to Capture Teachers’ Moment-to-Moment Perceiving as Knowledge-Filtered Noticing In this article, we report on the development of a novel,…
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Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning One of the most relentless areas of difficulty in mathematics for…
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Constructing Goals for Student Learning through Conversation Learning goals differ from performance goals. We elaborate on their function and importance as the guiding force behind maintaining…
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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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Gathering Response Process Data for a Problem-Solving Measure through Whole-Class Think Alouds Response process validity evidence provides a window into a respondent’s cognitive processing.…
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Think Alouds: Informing Scholarship and Broadening Partnerships through Assessment Think alouds are valuable tools for academicians, test developers, and practitioners as they provide a unique…
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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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Disciplinary Literacy in STEM: A Functional Approach This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom. A…
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Profiles of Middle School Science Teachers: Accounting for Cognitive and Motivational Characteristics Teachers play a critical role in successfully implementing science education reforms in…
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Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity This paper examines the use of Imaginative Education (IE) to create an…
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CHALK Coaching Website The CHALK tool is a progressive web application that guides educators to improve instructional quality in early education settings. CHALK provides targeted observation…
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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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Cognitive Instructional Principles in Elementary Mathematics Classrooms: A Case of Teaching Inverse Relations Instructional principles gleaned from cognitive science play a critical role in…
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How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation We present lessons learned from an ongoing attempt to conceptualize,…
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The Power of Interviewing Students A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention…
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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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NCTM Presentation Line of "Good" Fit in Grade 8 Classrooms NCTM 2018 Modeling Presentation 4.15.18.pdf
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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
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Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof This book aims to advance ongoing debates in the field of mathematics and mathematics education regarding…
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“Science Theatre Makes You Good at Science”: Affordances of Embodied Performances in Urban Elementary Science Classrooms School science continues to alienate students identifying with…
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Secondary Mathematics Teachers’ Use of Students’ Incorrect Answers in Supporting Collective Argumentation This study illustrates how two secondary mathematics teachers used students’ incorrect…
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Establishing Student Mathematical Thinking as an Object of Class Discussion Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective…
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Lessons From a Co-design Team on Supporting Student Motivation in Middle School Science Classrooms Decades of motivation research have yielded a set of Motivation Design Principles (MDPs) that…
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Training a New Generation of Problem Solvers: How Can Education Programs Develop the Problem-Solving Skills of Today's Schoolchildren and Tomorrow's STEM Workforce? Songer, N.B. (…
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Designing Learning Environments to Promote Academic Literacy in Mathematics in Multilingual Secondary Mathematics Classrooms Emerging multilingual students can develop the dimensions of…
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Principles for Curriculum Design and Pedagogy in Multilingual Secondary Mathematics Classrooms We introduce and illustrate three principles for designing secondary mathematics classrooms in…
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Designing for Mathematical Literacy: Introducing Exponential Growth Using Critical and Meaningful Problem Contexts This department explores the concept of disciplinary literacy—the conceptual…
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Uvvatuq Naluallangniaqtugut (I Humbly Hope We Run Into Game): An Iñupiaq Research Process Uvvatuq naluallangniaqtugut (I humbly hope we run into game) is a phrase an Iñupiaq person would say…