-
2
-
-
70449348205
-
Conducting design experiments to support teachers' learning: A reflection from the field
-
Cobb, P., Zhao, Q., & Dean, C. (2009). Conducting design experiments to support teachers' learning: A reflection from the field. Journal of the Learning Sciences, 18 (2), 165-199
-
(2009)
Journal of the Learning Sciences
, vol.18
, Issue.2
, pp. 165-199
-
-
Cobb, P.1
Zhao, Q.2
Dean, C.3
-
4
-
-
0002131507
-
Activity theory and individual and social transformation
-
In Y. Engeström, R. Miettinen, & R. Punamäki (Eds.), New York: Cambridge University Press
-
Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R. Punamäki (Eds.), Perspectives on activity theory (pp. 19-38). New York: Cambridge University Press
-
(1999)
Perspectives on activity theory
, pp. 19-38
-
-
Engeström, Y.1
-
5
-
-
34347362066
-
Learning in activity
-
In R. K. Sawyer (Ed.), Cambridge: Cambridge University Press
-
Greeno, J. G. (2006). Learning in activity. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences . Cambridge: Cambridge University Press
-
(2006)
The Cambridge handbook of the learning sciences
-
-
Greeno, J.G.1
-
6
-
-
0033633171
-
Appropriating tools for teaching English: A theoretical framework for research on learning to teach
-
Grossman, P., Smagorinski, P., & Valencia, S. W. (1999). Appropriating tools for teaching English: A theoretical framework for research on learning to teach. American Journal of Education, 108, 1-29
-
(1999)
American Journal of Education
, vol.108
, pp. 1-29
-
-
Grossman, P.1
Smagorinski, P.2
Valencia, S.W.3
-
7
-
-
84863807748
-
Talk and conceptual change at work: Adequate representation and epistemic stance in a comparative analysis of statistical consulting and teacher workgroups
-
Hall, R., & Horn, I. S. (2012). Talk and conceptual change at work: Adequate representation and epistemic stance in a comparative analysis of statistical consulting and teacher workgroups. Mind, Culture, and Activity, 19 (3), 240-258
-
(2012)
Mind, Culture, and Activity
, vol.19
, Issue.3
, pp. 240-258
-
-
Hall, R.1
Horn, I.S.2
-
9
-
-
33645498891
-
The influence of sociocultural theory on our theories of engagement and motivation
-
In D. McInerney & S. Van Etten (Eds.), Greenwich, CT: Information Age Publishing
-
Hickey, D. T., & Granade, J. B. (2004). The influence of sociocultural theory on our theories of engagement and motivation. In D. McInerney & S. Van Etten (Eds.), Big theories revisited (Vol. 4, pp. 200-223). Greenwich, CT: Information Age Publishing
-
(2004)
Big theories revisited
, vol.4
, pp. 200-223
-
-
Hickey, D.T.1
Granade, J.B.2
-
10
-
-
0003397794
-
-
Cambridge, MA: Harvard University Press
-
Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press
-
(1998)
Identity and agency in cultural worlds
-
-
Holland, D.1
Lachicotte, W.2
Skinner, D.3
Cain, C.4
-
11
-
-
20744441104
-
Learning on the job: A situated account of teacher learning in high school mathematics departments
-
Horn, I. S. (2005). Learning on the job: A situated account of teacher learning in high school mathematics departments. Cognition and Instruction, 23 (2), 207-236. doi: 10.1207/s1532690xci2302_2
-
(2005)
Cognition and Instruction
, vol.23
, Issue.2
, pp. 207-236
-
-
Horn, I.S.1
-
12
-
-
33847640196
-
Fast kids, slow kids, lazy kids: Framing the mismatch problem in mathematics teachers conversations
-
Horn, I. S. (2007). Fast kids, slow kids, lazy kids: Framing the mismatch problem in mathematics teachers conversations. Journal of the Learning Sciences, 16 (1), 37-79. doi: 10.1207/s15327809jls1601_3
-
(2007)
Journal of the Learning Sciences
, vol.16
, Issue.1
, pp. 37-79
-
-
Horn, I.S.1
-
13
-
-
77349124924
-
Teaching replays, teaching rehearsals, and re-visions of practice: Learning from colleagues in a mathematics teacher community
-
Horn, I. S. (2010). Teaching replays, teaching rehearsals, and re-visions of practice: Learning from colleagues in a mathematics teacher community. Teachers College Record, 112 (1), 225-259
-
(2010)
Teachers College Record
, vol.112
, Issue.1
, pp. 225-259
-
-
Horn, I.S.1
-
14
-
-
84868119123
-
Teacher discourse and the construction of school mathematics
-
Horn, I. S. (2012). Teacher discourse and the construction of school mathematics. For the Learning of Mathematics, 32 (1), 25-27
-
(2012)
For the Learning of Mathematics
, vol.32
, Issue.1
, pp. 25-27
-
-
Horn, I.S.1
-
15
-
-
77955468967
-
Developing practices in multiple worlds: The role of identity in learning to teach
-
Horn, I. S., Nolen, S. B., Ward, C. J., & Campbell, S. S. (2008). Developing practices in multiple worlds: The role of identity in learning to teach. Teacher Education Quarterly, 35 (3), 61-72
-
(2008)
Teacher Education Quarterly
, vol.35
, Issue.3
, pp. 61-72
-
-
Horn, I.S.1
Nolen, S.B.2
Ward, C.J.3
Campbell, S.S.4
-
16
-
-
78651425215
-
Attribution error and the quest for teacher quality
-
Kennedy, M. M. (2010). Attribution error and the quest for teacher quality. Educational Researcher, 39 (8), 591-598. doi: 10.3102/0013189X10390804
-
(2010)
Educational Researcher
, vol.39
, Issue.8
, pp. 591-598
-
-
Kennedy, M.M.1
-
19
-
-
78651341142
-
Assessment tools as boundary objects in novice teachers' learning
-
Nolen, S. B., Horn, I. S., Ward, C. J., & Childers, S. (2011). Assessment tools as boundary objects in novice teachers' learning. Cognition and Instruction, 29 (1), 88-122
-
(2011)
Cognition and Instruction
, vol.29
, Issue.1
, pp. 88-122
-
-
Nolen, S.B.1
Horn, I.S.2
Ward, C.J.3
Childers, S.4
-
20
-
-
47949083555
-
Sociocultural and situative approaches to studying motivation
-
In M. L. Maehr, S. Karabenick, & T. Urdan (Eds.), London: Emerald Press
-
Nolen, S. B., & Ward, C. J. (2008). Sociocultural and situative approaches to studying motivation. In M. L. Maehr, S. Karabenick, & T. Urdan (Eds.), Social psychological perspective on motivation and achievement (Vol. 15, pp. 425-460). London: Emerald Press
-
(2008)
Social psychological perspective on motivation and achievement
, vol.15
, pp. 425-460
-
-
Nolen, S.B.1
Ward, C.J.2
-
21
-
-
84861483151
-
Motivation, engagement, and identity: Opening a conversation
-
In D. McInerney, R. Walker, & G.A.D. Liem (Eds.), Greenwich, CT: Information Age Press
-
Nolen, S. B., Ward, C. J., & Horn, I. S. (2011). Motivation, engagement, and identity: Opening a conversation. In D. McInerney, R. Walker, & G.A.D. Liem (Eds.), Sociocultural theories of learning and motivation: Looking back, looking forward (pp. 109-135). Greenwich, CT: Information Age Press
-
(2011)
Sociocultural theories of learning and motivation: Looking back, looking forward
, pp. 109-135
-
-
Nolen, S.B.1
Ward, C.J.2
Horn, I.S.3
-
22
-
-
74949113966
-
Motivation development in novice teachers: The development of utility filters
-
In M. Wosnitza, S. A. Karabenick, A. Efklides, & P. Nenniger (Eds.), Ashland, OH: Hogrefe & Huber
-
Nolen, S. B., Ward, C. J., Horn, I. S., Childers, S., Campbell, S. S., & Mahna, K. (2009). Motivation development in novice teachers: The development of utility filters. In M. Wosnitza, S. A. Karabenick, A. Efklides, & P. Nenniger (Eds.), Contemporary motivation research: From global to local perspectives (pp. 265-278). Ashland, OH: Hogrefe & Huber
-
(2009)
Contemporary motivation research: From global to local perspectives
, pp. 265-278
-
-
Nolen, S.B.1
Ward, C.J.2
Horn, I.S.3
Childers, S.4
Campbell, S.S.5
Mahna, K.6
-
23
-
-
1542403998
-
Teacher learning in the context of a video club
-
Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20 (2), 163-183. doi: 10.1016/j.tate.2003.08.001
-
(2004)
Teaching and Teacher Education
, vol.20
, Issue.2
, pp. 163-183
-
-
Sherin, M.G.1
Han, S.Y.2
-
24
-
-
54049085738
-
Student teaching in the contact zone: Learning to teach amid multiple interests in a vocational English class
-
Smagorinsky, P., Jakubiak, C., & Moore, C. (2008). Student teaching in the contact zone: Learning to teach amid multiple interests in a vocational English class. Journal of Teacher Education, 59 (5), 442-454
-
(2008)
Journal of Teacher Education
, vol.59
, Issue.5
, pp. 442-454
-
-
Smagorinsky, P.1
Jakubiak, C.2
Moore, C.3
-
25
-
-
84970642045
-
Institutional ecology, 'translations' and boundary objects: Amateurs and professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39
-
Star, S. L., & Griesemer, J. R. (1989). Institutional ecology, 'translations' and boundary objects: Amateurs and professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science (Sage), 19 (3), 387-420
-
(1989)
Social Studies of Science (Sage)
, vol.19
, Issue.3
, pp. 387-420
-
-
Star, S.L.1
Griesemer, J.R.2
-
27
-
-
69549092273
-
Complex interactions in student teaching: Lost opportunities for learning
-
Valencia, S. W., Martin, S. D., Place, N. A., & Grossman, P. (2009). Complex interactions in student teaching: Lost opportunities for learning. Journal of Teacher Education, 60 (3), 304-322
-
(2009)
Journal of Teacher Education
, vol.60
, Issue.3
, pp. 304-322
-
-
Valencia, S.W.1
Martin, S.D.2
Place, N.A.3
Grossman, P.4
-
28
-
-
83555169594
-
A framework for facilitating productive discussions in video clubs
-
van Es, E. A. (2010). A framework for facilitating productive discussions in video clubs. Educational Technology, 50 (1), 8-12
-
(2010)
Educational Technology
, vol.50
, Issue.1
, pp. 8-12
-
-
van Es, E.A.1
-
29
-
-
39149085358
-
Mathematics teachers learning to notice in the context of a video club
-
van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers learning to notice in the context of a video club. Teaching and Teacher Education: An International Journal of Research and Studies, 24 (2), 244-276
-
(2008)
Teaching and Teacher Education: An International Journal of Research and Studies
, vol.24
, Issue.2
, pp. 244-276
-
-
van Es, E.A.1
Sherin, M.G.2
-
30
-
-
77952421177
-
The influence of video clubs on teachers' thinking and practice
-
van Es, E. A., & Sherin, M. G. (2010). The influence of video clubs on teachers' thinking and practice. Journal of Mathematics Teacher Education, 13 (2), 155-176. doi: 10.1007/s10857-009-9130-3
-
(2010)
Journal of Mathematics Teacher Education
, vol.13
, Issue.2
, pp. 155-176
-
-
van Es, E.A.1
Sherin, M.G.2
-
31
-
-
79960357932
-
Productive friction: How conflict in student teaching creates opportunities for learning at the boundary
-
Ward, C. J., Nolen, S. B., & Horn, I. S. (2011). Productive friction: How conflict in student teaching creates opportunities for learning at the boundary. International Journal of Educational Research, 50 (1), 14-20. doi: http://dx.doi.org/10.1016/j.ijer.2011.04.004
-
(2011)
International Journal of Educational Research
, vol.50
, Issue.1
, pp. 14-20
-
-
Ward, C.J.1
Nolen, S.B.2
Horn, I.S.3
-
33
-
-
73949128991
-
Rethinking the connections between campus courses and field experiences in college-and university-based teacher education
-
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61 (1/2), 89-99. doi: 10.1177/0022487109347671
-
(2010)
Journal of Teacher Education
, vol.61
, Issue.1-2
, pp. 89-99
-
-
Zeichner, K.1
-
34
-
-
0035625233
-
Teachers' beliefs about low-achieving students and higher order thinking
-
Zohar, A., Degani, A., & Vaaknin, E. (2001). Teachers' beliefs about low-achieving students and higher order thinking. Teaching and Teacher Education, 17 (4), 469-485. doi: 10.1016/s0742-051x(01)00007-5
-
(2001)
Teaching and Teacher Education
, vol.17
, Issue.4
, pp. 469-485
-
-
Zohar, A.1
Degani, A.2
Vaaknin, E.3
|