Citations (39)
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Christina (Stina) Krist, Nessrine Machaka, Dan Voss, Nitasha Mathayas, Susan Kelly & Soo-Yean Shim. (2023) Teacher Noticing for Supporting Students’ Epistemic Agency in Science Sensemaking Discussions. Journal of Science Teacher Education 34:8, pages 799-819.
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Yotam Hod, Michal Dvir & Sahar Tueg. (2023) From turtle in a shell to one that wins the race: noticing identities in interactive classroom learning communities. Interactive Learning Environments 0:0, pages 1-13.
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Laura R. Van Zoest, Blake E. Peterson, Annick O. T. Rougée, Shari L. Stockero, Keith R. Leatham & Ben Freeburn. (2022) Conceptualizing important facets of teacher responses to student mathematical thinking. International Journal of Mathematical Education in Science and Technology 53:10, pages 2583-2608.
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Jessica Pierson Bishop. (2021) Responsiveness and intellectual work: Features of mathematics classroom discourse related to student achievement. Journal of the Learning Sciences 30:3, pages 466-508.
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Jessica Watkins, Lama Z. Jaber & Vesal Dini. (2020) Facilitating Scientific Engagement Online: Responsive Teaching in a Science Professional Development Program. Journal of Science Teacher Education 31:5, pages 515-536.
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Leema K. Berland, Rosemary S. Russ & Cori P. West. (2020) Supporting the Scientific Practices through Epistemologically Responsive Science Teaching. Journal of Science Teacher Education 31:3, pages 264-290.
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Jennifer Richards, Andrew Elby, Melissa J. Luna, Amy D. Robertson, Daniel M. Levin & Colleen G. Nyeggen. (2020) Reframing the Responsiveness Challenge: A Framing-Anchored Explanatory Framework to Account for Irregularity in Novice Teachers’ Attention and Responsiveness to Student Thinking. Cognition and Instruction 38:2, pages 116-152.
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Martin Lackéus & Carin Sävetun. (2019) Assessing the Impact of Enterprise Education in Three Leading Swedish Compulsory Schools. Journal of Small Business Management 57:sup1, pages 33-59.
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Iina Männikkö & Jukka Husu. (2018) Uncovering expected teaching actions in attention-demanding teaching situations. Teacher Development 22:5, pages 651-667.
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Melissa J. Luna. (2018) 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. Cognition and Instruction 36:4, pages 297-329.
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David Hammer, Julia Gouvea & Jessica Watkins. (2018) Idiosyncratic cases and hopes for general validity: what education research might learn from ecology / Casos idiosincrásicos y expectativas de validez general: lo que la investigación en educación puede aprender de la ecología. Journal for the Study of Education and Development 41:4, pages 625-673.
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Elisa Kupers, Marijn van Dijk & Paul van Geert. (2017) Changing Patterns of Scaffolding and Autonomy During Individual Music Lessons: A Mixed Methods Approach. Journal of the Learning Sciences 26:1, pages 131-166.
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Lama Z. Jaber & David Hammer. (2016) Engaging in Science: A Feeling for the Discipline. Journal of the Learning Sciences 25:2, pages 156-202.
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Iris Tabak & Josh Radinsky. (2015) Educators’ Coaches, Peers, and Practices: Revisiting How Teachers Learn. Journal of the Learning Sciences 24:3, pages 343-346.
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Articles from other publishers (25)
Maya Shifra Resnick. (2023) Teachers' presentation of higher-order thinking questions and student engagement: Missing out on HOT opportunities. Thinking Skills and Creativity 50, pages 101412.
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Lama Z. Jaber, Shannon G. Davidson & Allison Metcalf. (2023) “I Loved Seeing How Their Brains Worked!”—Examining the Role of Epistemic Empathy in Responsive Teaching. Journal of Teacher Education.
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Kennedy Kam Ho Chan. (2022) Eliciting and working with student thinking: Preservice science teachers' enactment of core practices when orchestrating collaborative group work. Journal of Research in Science Teaching 60:5, pages 1014-1052.
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Sarah Selmer, Denise Lindstrom & Erna Lampen. (2022) A Case Study of Prospective Teachers Engaged in Professional Noticing of their Students’ Mathematical Thinking. Education Sciences 12:10, pages 656.
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Amy D. Robertson, Lauren C. Bauman, Yohannes M. Abraham, Brynna Hansen, Hung Tran & Lisa M. Goodhew. (2022) Resources-oriented instruction: What does it mean, and what might it look like?. American Journal of Physics 90:7, pages 529-537.
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Julie M. Amador, Meredith A. Park Rogers, Rick Hudson, Andrea Phillips, Ingrid Carter, Enrique Galindo & Valarie L. Akerson. (2022) Novice teachers’ pedagogical content knowledge for planning and implementing mathematics and science lessons. Teaching and Teacher Education 115, pages 103736.
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Denise Lindstrom & Sarah Selmer. (2022) Responsive Teaching and the Instructional Reasoning of Expert Elementary Mathematics Teachers. Education Sciences 12:5, pages 350.
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Jessica Gehrtz, Molly Brantner & Tessa C. Andrews. (2022) How are undergraduate STEM instructors leveraging student thinking?. International Journal of STEM Education 9:1.
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Virginia J. Flood, Anna Shvarts & Dor Abrahamson. (2020) Teaching with embodied learning technologies for mathematics: responsive teaching for embodied learning. ZDM 52:7, pages 1307-1331.
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Stephanie A. Murray, Robert Huie, Rebecca Lewis, Scott Balicki, Michael Clinchot, Gregory Banks, Vicente Talanquer & Hannah Sevian. (2020) Teachers’ Noticing, Interpreting, and Acting on Students’ Chemical Ideas in Written Work. Journal of Chemical Education 97:10, pages 3478-3489.
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Shari L. Stockero, Keith R. Leatham, Mary A. Ochieng, Laura R. Van Zoest & Blake E. Peterson. (2019) Teachers’ orientations toward using student mathematical thinking as a resource during whole-class discussion. Journal of Mathematics Teacher Education 23:3, pages 237-267.
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Vesal Dini, Hannah Sevian, Klaudja Caushi & Raúl Orduña Picón. (2020) Characterizing the formative assessment enactment of experienced science teachers. Science Education 104:2, pages 290-325.
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Randall E. Groth, Jennifer A. Bergner & Jathan W. Austin. (2020) Dimensions of Learning Probability Vocabulary. Journal for Research in Mathematics Education 51:1, pages 75-104.
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Li Sun. (2020) Teachers’ responses to student mathematical thinking in Chinese elementary mathematics classrooms. School Science and Mathematics 120:1, pages 45-54.
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Tonia J. Land, Andrew M. Tyminski & Corey Drake. (2018) Examining aspects of teachers’ posing of problems in response to children’s mathematical thinking. Journal of Mathematics Teacher Education 22:4, pages 331-353.
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Jan van Driel, Dirk Krüger & Annette Upmeier zu Belzen. 2019. Towards a Competence-Based View on Models and Modeling in Science Education. Towards a Competence-Based View on Models and Modeling in Science Education
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Lama Z. Jaber, Vesal Dini, David Hammer & Ethan Danahy. (2018) Targeting disciplinary practices in an online learning environment. Science Education 102:4, pages 668-692.
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Lama Z. Jaber, Sherry Southerland & Felisha Dake. (2018) Cultivating epistemic empathy in preservice teacher education. Teaching and Teacher Education 72, pages 13-23.
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Jessica Watkins, David Hammer, Jennifer Radoff, Lama Z. Jaber & Anna M. Phillips. (2018) Positioning as not-understanding: The value of showing uncertainty for engaging in science. Journal of Research in Science Teaching 55:4, pages 573-599.
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Rosemary S. Russ. (2018) Characterizing teacher attention to student thinking: A role for epistemological messages. Journal of Research in Science Teaching 55:1, pages 94-120.
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Anna McLean Phillips, Jessica Watkins & David Hammer. (2017) Problematizing as a scientific endeavor. Physical Review Physics Education Research 13:2.
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Erin Marie Furtak, Maria Araceli Ruiz‐Primo & Roger Bakeman. (2017) Exploring the Utility of Sequential Analysis in Studying Informal Formative Assessment Practices. Educational Measurement: Issues and Practice 36:1, pages 28-38.
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Elizabeth B. Dyer & Miriam Gamoran Sherin. (2015) Instructional reasoning about interpretations of student thinking that supports responsive teaching in secondary mathematics. ZDM 48:1-2, pages 69-82.
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