Citations (56)
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Sarah A. Roberts. (2020) Important for All: Positioning English Language Learners in Mathematics Professional Development. The Teacher Educator 55:1, pages 107-128.
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Sarah Smitherman Pratt. (2018) Area models to image integer and binomial multiplication. Investigations in Mathematics Learning 10:2, pages 85-105.
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Rossella Santagata & Wendy Bray. (2016) Professional development processes that promote teacher change: the case of a video-based program focused on leveraging students’ mathematical errors. Professional Development in Education 42:4, pages 547-568.
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Alexander Gröschner, Tina Seidel, Katharina Kiemer & Ann-Kathrin Pehmer. (2015) Through the lens of teacher professional development components: the ‘Dialogic Video Cycle’ as an innovative program to foster classroom dialogue. Professional Development in Education 41:4, pages 729-756.
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CarolynA. Haug & Deanna
Iceman Sands. (2013) Laboratory Approach to Secondary Teacher Professional Development: Impacting Teacher Behavior and Student Engagement. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 86:6, pages 197-206.
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CarolynA. Haug & Deanna
Iceman Sands. (2013) A Special Issue of The Clearing House, Fall 2013: Successful Strategies for Supporting Learning and Professional Development for Secondary Educators. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 86:6, pages 195-196.
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Jonathan Singer, Christine Lotter, Robert Feller & Harry Gates. (2011) Exploring a Model of Situated Professional Development: Impact on Classroom Practice. Journal of Science Teacher Education 22:3, pages 203-227.
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Rossella Santagata, Nicole Kersting, KarenB. Givvin & JamesW. Stigler. (2010) Problem Implementation as a Lever for Change: An Experimental Study of the Effects of a Professional Development Program on Students’ Mathematics Learning. Journal of Research on Educational Effectiveness 4:1, pages 1-24.
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Articles from other publishers (48)
Mimi Park & Yeon Kim. (2023) Instructional quality of two beginning mathematics teachers for three years: what professional competency makes a difference?. Educational Studies in Mathematics 112:3, pages 505-529.
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Christian Rüede, Sog Yee Mok & Fritz C. Staub. (2023) Fostering Flexibility Using Comparing Solution Strategies and Classroom Discussion: Effects of Two Professional Development Programs. Journal for Research in Mathematics Education 54:1, pages 43-63.
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Nicole R. Hallinen, Lauren N. Sprague, Kristen P. Blair, Rebecca M. Adler & Nora S. Newcombe. (2021) Finding formulas: Does active search facilitate appropriate generalization?. Cognitive Research: Principles and Implications 6:1.
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Hilda Borko, Janet Carlson, Rebecca Deutscher, Kelly L. Boles, Victoria Delaney, Alissa Fong, Michael Jarry-Shore, James Malamut, Susan Million, Suki Mozenter & Anthony Muro Villa. (2021) Learning to Lead: an Approach to Mathematics Teacher Leader Development. International Journal of Science and Mathematics Education 19:S1, pages 121-143.
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Livat Eshchar‐Netz & Dana Vedder‐Weiss. (2020)
Teacher learning in communities of practice: The affordances of
co‐planning
for novice and veteran teachers' learning
. Journal of Research in Science Teaching 58:3, pages 366-391.
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Miray Tekkumru-Kisa, Mary Kay Stein & Walter Doyle. (2020) Theory and Research on Tasks Revisited: Task as a Context for Students’ Thinking in the Era of Ambitious Reforms in Mathematics and Science. Educational Researcher 49:8, pages 606-617.
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Maralena Weil, Tina Seidel, Ann-Kathrin Schindler & Alexander Gröschner. (2020) Opening ‘windows’ for teachers to change classroom discourse. Learning, Culture and Social Interaction 26, pages 100425.
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Yeon Kim. (2020) Korean Teachers’ Mathematical Knowledge for Teaching in Algebraic Reasoning. Journal of Educational Research in Mathematics 30:S, pages 185-198.
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Tomáš Janík, Monika Černá, Petr Najvar, Libuše Samková, Lukáš Rokos & Jan Petr. (2020) Video v učitelském vzdělávání: přístupy a výzvy. Pedagogická orientace 30:1, pages 5-31.
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Yeon Kim. (2020) Teacher community for high school mathematics instruction: strengths and challenges. Educational Studies in Mathematics 104:1, pages 105-125.
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Sara C. Heredia. (2020) Exploring the role of coherence in science teachers’ sensemaking of science‐specific formative assessment in professional development. Science Education 104:3, pages 581-604.
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Annette Hilton & Geoff Hilton. (2018) Primary school teachers implementing structured mathematics interventions to promote their mathematics knowledge for teaching proportional reasoning. Journal of Mathematics Teacher Education 22:6, pages 545-574.
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Michele B. Carney, Jonathan L. Brendefur, Gwyneth Hughes, Keith Thiede, Angela R. Crawford, Dan Jesse & Brandie Ward Smith. (2019) Scaling professional development for mathematics teacher educators. Teaching and Teacher Education 80, pages 205-217.
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Josefa Perdomo-Díaz, Patricio Felmer & Cristóbal Rojas. 2019. Problem Solving in Mathematics Instruction and Teacher Professional Development. Problem Solving in Mathematics Instruction and Teacher Professional Development
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Reidar Mosvold, Janne Fauskanger & Kjersti Wæge. (2018) Fra undervisningskunnskap i matematikk til kjernepraksiser. Uniped 41:4, pages 401-411.
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N D S Lestari, D Juniati & St. Suwarsono. (2018) Exploring the Knowledge of Content and Teaching (KCT) of prospective math teacher in planning mathematical literacy teaching.. Journal of Physics: Conference Series 1097, pages 012150.
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Carolyn A. Maher, Robert Sigley, Peter Sullivan & Louise C. Wilkinson. (2018) An international perspective on knowledge in teaching mathematics. The Journal of Mathematical Behavior 51, pages 71-79.
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Sharyn Livy & Ann Downton. (2018) Exploring experiences for assisting primary pre-service teachers to extend their knowledge of student strategies and reasoning. The Journal of Mathematical Behavior 51, pages 150-160.
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Yeon Kim. (2018) A Review of Research on Developing Teachers’ Mathematical Knowledge for Teaching. Journal of Educational Research in Mathematics 28:3, pages 395-415.
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Lara K. Dick, Paola Sztajn, Tracy Foote White & Daniel J. Heck. (2018) Investigating sociopedagogical norms: Teachers' discussions about own and others' instruction. Teaching and Teacher Education 71, pages 297-307.
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Eva Minaříková, Michaela Píšová, Tomáš Janík & Klára Uličná. (2018) Video Clubs: EFL Teachers’ Selective Attention Before and After. ORBIS SCHOLAE 9:2, pages 55-75.
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Christiane Kuhn, Olga Zlatkin-Troitschanskaia, Sebastian Brückner & Hannes Saas. (2018) A new video-based tool to enhance teaching economics. International Review of Economics Education 27, pages 24-33.
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Hilda Borko, Janet Carlson, Charmaine Mangram, Robin Anderson, Alissa Fong, Susan Million, Suki Mozenter & Anthony Muro Villa. (2017) The role of video-based discussion in model for preparing professional development leaders. International Journal of STEM Education 4:1.
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Maree Davies, Katharina Kiemer & Kane Meissel. (2017) Quality Talk and dialogic teaching-an examination of a professional development programme on secondary teachers’ facilitation of student talk. British Educational Research Journal 43:5, pages 968-987.
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Corey Webel, Kimberly A. Conner, Christina Sheffel, James E. Tarr & Christopher Austin. (2017) Elementary mathematics specialists in “departmentalized” teaching assignments: Affordances and constraints. The Journal of Mathematical Behavior 46, pages 196-214.
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Giuseppina Rita Mangione, Maria Chiara Pettenati & Alessia Rosa. 2017. Integrating Video into Pre-Service and In-Service Teacher Training. Integrating Video into Pre-Service and In-Service Teacher Training
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Elizabeth A. van Es & Rossella Santagata. (2015) Using Video to Work with Teachers on Noticing and Responding to Student Thinking. Travail et Apprentissages N° 17:1, pages 188-208.
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Karen Koellner & Jennifer Jacobs. (2014) Distinguishing Models of Professional Development. Journal of Teacher Education 66:1, pages 51-67.
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Marie Evens, Jan Elen & Fien Depaepe. (2015) Developing Pedagogical Content Knowledge: Lessons Learned from Intervention Studies. Education Research International 2015, pages 1-23.
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Sharon J. Derry, Miriam Gamoran Sherin & Bruce L. Sherin. 2014. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning
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Hilda Borko, Karen Koellner & Jennifer Jacobs. (2014) Examining novice teacher leaders’ facilitation of mathematics professional development. The Journal of Mathematical Behavior 33, pages 149-167.
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Jennifer Jacobs, Karen Koellner, Tyrone John & Carolyn D. King. 2014. Transforming Mathematics Instruction. Transforming Mathematics Instruction
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Hilda Borko, Jennifer Jacobs, Nanette Seago & Charmaine Mangram. 2014. Transforming Mathematics Instruction. Transforming Mathematics Instruction
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Hilda Borko & Janette Klingner. (2013) Supporting Teachers in Schools to Improve Their Instructional Practice. Teachers College Record: The Voice of Scholarship in Education 115:14, pages 274-297.
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Fien Depaepe, Lieven Verschaffel & Geert Kelchtermans. (2013) Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education 34, pages 12-25.
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Richard Barwell. (2013) Discursive psychology as an alternative perspective on mathematics teacher knowledge. ZDM 45:4, pages 595-606.
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Mark Thames & Laura R. Zoest. (2013) Building coherence in research on mathematics teacher characteristics by developing practice-based approaches. ZDM 45:4, pages 583-594.
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E. Minaříková & T. Janík. (2012) Profesní vidění učitelů: od hledání pojmu k možnostem jeho uchopení. Pedagogická orientace 22:2, pages 181-204.
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Cyrille Gaudin & Sébastien Chaliès. (2012) L’utilisation de la vidéo dans la formation professionnelle des enseignants novicesVideo use in beginning teachers’ professional developmentLa utilización del vídeo en la formación profesional de los docentes principiantesAnwendung der Videoressourcen in der Grundausbildung angehender Lehrer. Revue française de pédagogie:178, pages 115-130.
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Kirsti Klette & Tone Cecilie Carlsten. 2012. Professional Learning in the Knowledge Society. Professional Learning in the Knowledge Society
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Hilda Borko, Karen Koellner, Jennifer Jacobs & Nanette Seago. (2010) Using video representations of teaching in practice-based professional development programs. ZDM 43:1, pages 175-187.
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Hala Ghousseini & Laurie Sleep. (2010) Making practice studyable. ZDM 43:1, pages 147-160.
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John M. Francisco & Carolyn A. Maher. (2010) Teachers attending to students’ mathematical reasoning: lessons from an after-school research program. Journal of Mathematics Teacher Education 14:1, pages 49-66.
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Karen Koellner, Jennifer Jacobs, Hilda Borko, Sarah Roberts & Craig Schneider. 2011. Early Algebraization. Early Algebraization
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Rossella Santagata. (2008) Designing Video-Based Professional Development for Mathematics Teachers in Low-Performing Schools. Journal of Teacher Education 60:1, pages 38-51.
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Miriam Gamoran Sherin & Elizabeth A. van Es. (2008) Effects of Video Club Participation on Teachers' Professional Vision. Journal of Teacher Education 60:1, pages 20-37.
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