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Research in Science & Technological Education Volume 33, 2015 - Issue 2
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Articles

Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported complex systems curricula in high school science

Susan A. YoonGraduate School of Education, University of Pennsylvania, Philadelphia, PA, USACorrespondence[email protected]
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,
Jessica Koehler-YomGraduate School of Education, University of Pennsylvania, Philadelphia, PA, USAView further author information
,
Emma AndersonGraduate School of Education, University of Pennsylvania, Philadelphia, PA, USAView further author information
,
Joyce LinKnowles Science Teaching Foundation, Moorestown, NJ, USAView further author information
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Eric KlopferScheller Teacher Education Program, Massachusetts Institute of Technology, Cambridge, MA, USAView further author information
Pages 237-251 | Published online: 29 Apr 2015

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Tess Bernhard. (2023) Science Teacher Educators’ Visions and Evaluations of Expertise in NGSS-Aligned Instruction Across Institutions. Journal of Science Teacher Education 34:4, pages 369-390.
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Mon-Lin Monica Ko, Allison Hall & Susan R. Goldman. (2022) Making Teacher and Researcher Learning Visible: Collaborative Design as a Context for Professional Growth. Cognition and Instruction 40:1, pages 27-54.
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Joanne Kua, Wee-Shiong Lim, Winnie Teo & Roger A. Edwards. (2021) A scoping review of adaptive expertise in education. Medical Teacher 43:3, pages 347-355.
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Nicole Bowers, Eileen Merritt & Sara Rimm-Kaufman. (2020) Exploring Teacher Adaptive Expertise in the Context of Elementary School Science Reforms. Journal of Science Teacher Education 31:1, pages 34-55.
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Susan A. Yoon, Chad Evans, Katherine Miller, Emma Anderson & Jessica Koehler. (2019) Validating A Model for Assessing Science Teacher’s Adaptive Expertise with Computer-Supported Complex Systems Curricula and Its Relationship to Student Learning Outcomes. Journal of Science Teacher Education 30:8, pages 890-905.
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S. Govender & M. E. Khuzwayo. (2017) Educators’ Preparedness and Implementation of Foundations for Learning Campaign in Foundation and Intermediate Phases in the uThungulu District, KwaZulu-Natal. Journal of Social Sciences 51:1-3, pages 153-165.
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Tony Loughland & Penny Vlies. (2016) The Validation of a Classroom Observation Instrument Based on the Construct of Teacher Adaptive Practice. Educational and Developmental Psychologist 33:2, pages 163-177.
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Michelle E. Jordan. (2016) Teaching as Designing: Preparing Pre-Service Teachers for Adaptive Teaching. Theory Into Practice 55:3, pages 197-206.
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Articles from other publishers (14)

Colleen Vale, Gahyoung Kim, Wanty Widjaja, Joseph Paul Ferguson, Amanda Berry, Jan van Driel, Lihua Xu & Lam Pham. (2024) Designing a video-stimulated questionnaire about teachers’ adaptive expertise in interdisciplinary mathematics and science teaching. Eurasia Journal of Mathematics, Science and Technology Education 20:4, pages em2418.
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Jee K. Suh, Brian Hand, Jale E. Dursun, Catherine Lammert & Gavin Fulmer. (2023) Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools. Science Education 107:4, pages 884-911.
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Kevin Cherbow. (2022) Responsive instructional design for students' epistemic agency: Documenting episodes of principled improvisation in storyline enactment. Journal of Research in Science Teaching 60:4, pages 807-846.
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Peter Reimann & Lina Markauskaite. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 179 189 .
Joanne Kua, Winnie Teo & Wee Shiong Lim. (2023) Learning experiences of adaptive experts: a reflexive thematic analysis. Advances in Health Sciences Education 27:5, pages 1345-1359.
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Xiaoting Xiang, Pengyun Chang & Baohua Yu. (2022) Exploring an EAP writing teacher's adaptive expertise and adaptive teaching practices from a CDST perspective. Frontiers in Psychology 13.
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Hirofumi Shinoda, Tsuyoshi Yamamoto & Kyoko Imai-Matsumura. (2021) Teachers’ visual processing of children’s off-task behaviors in class: A comparison between teachers and student teachers. PLOS ONE 16:11, pages e0259410.
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S. Khan. (2021) The Process of Subject Content Transformation as Examined Through Psychological and Sociological Perspectives: A Study Conducted in Oxfordshire, England. Cultural-Historical Psychology Культурно-историческая психология 17:2, pages 65-75.
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Alison Haas, Scott E. Grapin, Daniel Wendel, Lorena Llosa & Okhee Lee. (2020) How Fifth-Grade English Learners Engage in Systems Thinking Using Computational Models. Systems 8:4, pages 47.
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Marie‐Claire Shanahan & Robert Bechtel. (2019) “We're taking their brilliant minds”: Science teacher expertize, meta‐discourse, and the challenges of teacher–scientist collaboration. Science Education 104:2, pages 354-387.
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Susan A. Yoon, Sao-Ee Goh & Miyoung Park. (2017) Teaching and Learning About Complex Systems in K–12 Science Education: A Review of Empirical Studies 1995–2015. Review of Educational Research 88:2, pages 285-325.
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Susan A. Yoon & Cindy Hmelo-Silver. (2017) Introduction to special issue: models and tools for systems learning and instruction. Instructional Science 45:1, pages 1-4.
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Claudio Álvarez, Nelson Baloian, Gustavo Zurita & Fabio Guarini. 2017. Collaboration and Technology. Collaboration and Technology 95 103 .
Susan Yoon, Emma Anderson, Eric Klopfer, Jessica Koehler-Yom, Josh Sheldon, Ilana Schoenfeld, Daniel Wendel, Hal Scheintaub, Murat Oztok, Chad Evans & Sao-Ee Goh. (2016) Designing Computer-Supported Complex Systems Curricula for the Next Generation Science Standards in High School Science Classrooms. Systems 4:4, pages 38.
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