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Journal of the Learning Sciences Volume 24, 2015 - Issue 3
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Articles

Investigating the Potential of Guided Practice With an Enactment Tool for Supporting Adaptive Performance

Hala GhousseiniDepartment of Curriculum and Instruction, University of Wisconsin–MadisonCorrespondence[email protected]
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Heather BeasleyEducational Studies Program, University of MichiganView further author information
&
Sarah LordDepartment of Curriculum and Instruction, University of Wisconsin–MadisonView further author information
Pages 461-497 | Published online: 24 Jul 2015

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Read on this site (5)

Kjersti Wæge & Janne Fauskanger. (2023) Supporting In-service Teachers’ Collective Learning of Ambitious Teaching Practices Through Teacher Time Outs. Scandinavian Journal of Educational Research 67:4, pages 505-520.
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Sarah Schneider Kavanagh, Alison Fox Resnick, Hala Ghousseini, Elizabeth Schiavone Gotwalt, Eric Cordero-Siy, Elham Kazemi & Elizabeth Dutro. (2022) Breaking the Fourth Wall: Reaching Beyond Observer/Performer Binaries in Studies of Teacher and Researcher Learning. Cognition and Instruction 40:1, pages 126-147.
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William A. Sandoval, Noel Enyedy, Elizabeth H. Redman & Sihan Xiao. (2019) Organising a culture of argumentation in elementary science. International Journal of Science Education 41:13, pages 1848-1869.
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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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Jen Munson & Erin E. Baldinger. What pedagogy feels like: Teachers’ development of pedagogical empathy in rehearsal debriefs. Journal of the Learning Sciences 0:0, pages 1-41.
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Articles from other publishers (21)

Marta Kobiela, Hailey Iacono, Sukyung Cho & Vandana Chandrasekhar. (2022) Examining the potential of rehearsal interjections to support the teaching of mathematical practice: the case of mathematical defining. Journal of Mathematics Teacher Education 26:6, pages 759-784.
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Kiomi Matsumoto-Royo, Paulette Conget & Maria Soledad Ramírez-Montoya. (2023) Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study. Frontiers in Education 8.
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Elizabeth A. Davis & Annemarie S. Palincsar. (2022) Engagement in high‐leverage science teaching practices among novice elementary teachers. Science Education 107:2, pages 291-332.
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Caroline B. Ebby, Janine T. Remillard & Lindsay T. Goldsmith-Markey. (2023) Learning to Teach Responsively Through Asynchronous Collaborative Discourse Around Video Records of Practice. Journal of Teacher Education, pages 002248712311531.
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Marguerite E. Walsh, Eben B. Witherspoon, Christian D. Schunn & Lindsay Clare Matsumura. (2023) Mental simulations to facilitate teacher learning of ambitious mathematics instruction in coaching interactions. International Journal of STEM Education 10:1.
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Hala Ghousseini & Elham Kazemi. 2023. Research Studies on Learning and Teaching of Mathematics. Research Studies on Learning and Teaching of Mathematics 27 48 .
Bethany Monea, Katie Burrows-Stone, Jennifer Griffith Dunbar, Jennifer Freed, Amy Stornaiuolo & Autumn A. Griffin. (2022) “Live within the messiness”: how a digitally mediated inquiry community supported ELA teachers in cultivating adaptive repertoires. English Teaching: Practice & Critique 21:4, pages 413-427.
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Hala Ghousseini, Sarah Schneider Kavanagh, Elizabeth Dutro & Elham Kazemi. (2021) The Fourth Wall of Professional Learning and Cultures of Collaboration. Educational Researcher 51:3, pages 216-222.
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Kjersti Wæge & Janne Fauskanger. (2020) Teacher time outs in rehearsals: in-service teachers learning ambitious mathematics teaching practices. Journal of Mathematics Teacher Education 24:6, pages 563-586.
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BARBARA BARBOSA BORN, GABRIELA MIRANDA MORICONI & PAULA LOUZANO. (2021) PRÁTICAS FORMATIVAS NA FORMAÇÃO INICIAL DOCENTE: O CASO DO CONSÓRCIO DE PRÁTICA ESSENCIAL. Educação em Revista 37.
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Jen Munson, Erin E. Baldinger & Sarah Larison. (2021) What if … ? Exploring thought experiments and non-rehearsing teachers’ development of adaptive expertise in rehearsal debriefs. Teaching and Teacher Education 97, pages 103222.
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Dana Grosser-Clarkson & Michael A. Neel. (2019) Contrast, Commonality, and a Call for Clarity: A Review of the Use of Core Practices in Teacher Education. Journal of Teacher Education 71:4, pages 464-476.
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Julie Cohen & Rebekah Berlin. (2019) What Constitutes an “Opportunity to Learn” in Teacher Preparation?. Journal of Teacher Education 71:4, pages 434-448.
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Megan Madigan Peercy & Francis John Troyan. (2020) “Am I doing it wrong?” critically examining mediation in lesson rehearsal. Teaching and Teacher Education 93, pages 103082.
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Kristine M. Schutz, Katie A. Danielson & Julie Cohen. (2019) Approximations in English language arts: Scaffolding a shared teaching practice. Teaching and Teacher Education 81, pages 100-111.
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Abby Reisman, Peter Cipparone, Lightning Jay, Chauncey Monte-Sano, Sarah Schneider Kavanagh, Sarah McGrew & Brad Fogo. (2019) Evidence of emergent practice: Teacher candidates facilitating historical discussions in their field placements. Teaching and Teacher Education 80, pages 145-156.
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Loren Jones, Sharon L. Smith & Luciana C. de Oliveira. 2019. Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments. Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments 19 36 .
Melissa Braaten. (2018) Persistence of the two‐worlds pitfall: Learning to teach within and across settings. Science Education 103:1, pages 61-91.
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Abby Reisman, Sarah Schneider Kavanagh, Chauncey Monte-Sano, Brad Fogo, Sarah C. McGrew, Peter Cipparone & Elizabeth Simmons. (2017) Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates. Journal of Teacher Education 69:3, pages 278-293.
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Lisa M. Goodhew & Amy D. Robertson. (2017) Exploring the role of content knowledge in responsive teaching. Physical Review Physics Education Research 13:1.
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Elham Kazemi, Hala Ghousseini, Adrian Cunard & Angela Chan Turrou. (2015) Getting Inside Rehearsals. Journal of Teacher Education 67:1, pages 18-31.
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