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Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design
Publication
Physics
Science…
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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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“Well That's How the Kids Feel!”—Epistemic Empathy as a Driver of Responsive Teaching
Publication
Science
Broadening…
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
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Science
Pedagogical…
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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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Teaching Early Algebra through Example-based Problem Solving: Insights from Chinese and U.S. Elementary Classrooms
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Algebra…
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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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Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-based Chemistry Instruction
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Chemistry…
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
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Chemistry
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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Profiles of Teachers’ Expertise in Professional Noticing of Children’s Mathematical Thinking
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Mathematics
Pedagogical…
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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…