Citations (106)
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Tammy D. Lee, Carrie Lee, Mark Newton, Paul Vos, Jennifer Gallagher, Daniel Dickerson & Camryn Regenthal. (2023) Peer to Peer vs. Virtual Rehearsal Simulation Rehearsal Contexts: Elementary Teacher Candidates’ Scientific Discourse Skills Explored. Journal of Science Teacher Education 0:0, pages 1-22.
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Ramazan Avcu. (2022) Middle-school mathematics teachers’ provision of non-examples and explanations in rational number instruction. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-29.
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Ester Aflalo & Ayala Raviv. (2022) Characteristics of classroom discourse in physics lessons. Research in Science & Technological Education 40:2, pages 168-188.
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Tammy D. Lee & Bonnie Glass. (2021) Moving talk forward: novice science teachers approximate the practice of leading science discourse. International Journal of Science Education 43:8, pages 1314-1340.
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Yilmaz Soysal. (2021) Exploring elementary and middle school science teachers’ metadiscourse moves: a Vygotskian analysis and interpretation. Learning: Research and Practice 7:1, pages 70-104.
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Eric B. Freedman. (2020) When discussions sputter or take flight: Comparing productive disciplinary engagement in two history classes. Journal of the Learning Sciences 29:3, pages 385-429.
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Yujing Ni, De-Hui Ruth Zhou, Jinfa Cai, Xiaoqing Li, Qiong Li & Iris X. Sun. (2018) Improving cognitive and affective learning outcomes of students through mathematics instructional tasks of high cognitive demand. The Journal of Educational Research 111:6, pages 704-719.
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Christoph Kulgemeyer. (2018) Towards a framework for effective instructional explanations in science teaching. Studies in Science Education 54:2, pages 109-139.
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Hee Seung Lee, Shawn Betts & John R. Anderson. (2017) Embellishing Problem-Solving Examples with Deep Structure Information Facilitates Transfer. The Journal of Experimental Education 85:2, pages 309-333.
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Libby F. Gerard & Marcia C. Linn. (2016) Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry. Journal of Science Teacher Education 27:1, pages 111-129.
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Tammy Q. Tasker & Leslie Rupert Herrenkohl. (2016) Using Peer Feedback to Improve Students’ Scientific Inquiry. Journal of Science Teacher Education 27:1, pages 35-59.
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Danielle K. Ross & Jennifer L. Cartier. (2015) Developing Pre-service Elementary Teachers’ Pedagogical Practices While Planning Using the Learning Cycle. Journal of Science Teacher Education 26:6, pages 573-591.
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Hala Ghousseini, Heather Beasley & Sarah Lord. (2015) Investigating the Potential of Guided Practice With an Enactment Tool for Supporting Adaptive Performance. Journal of the Learning Sciences 24:3, pages 461-497.
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Julian Roelle & Kirsten Berthold. (2015) Effects of Comparing Contrasting Cases on Learning From Subsequent Explanations. Cognition and Instruction 33:3, pages 199-225.
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Elizabeth A. van Es, Judith Haymore Sandholtz & Lauren M. Shea. (2014) Exploring the Influences of a Partner-Based Teacher Credential Program on Candidates’ Performance Outcomes. Peabody Journal of Education 89:4, pages 482-499.
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Mary Mueller & Dina Yankelewitz. (2014) Teaching Mistakes or Teachable Moments?. Kappa Delta Pi Record 50:3, pages 124-129.
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Katharyne Mitchell & Sarah Elwood. (2012) Engaging Students through Mapping Local History. Journal of Geography 111:4, pages 148-157.
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Leslie
Rupert Herrenkohl, Tammy Tasker & Barbara White. (2011) Pedagogical Practices to Support Classroom Cultures of Scientific Inquiry. Cognition and Instruction 29:1, pages 1-44.
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Pam Grossman, Karen Hammerness & Morva McDonald. (2009) Redefining teaching, re‐imagining teacher education. Teachers and Teaching 15:2, pages 273-289.
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Noriyuki Inoue. (2009) Rehearsing to teach: content‐specific deconstruction of instructional explanations in pre‐service teacher training. Journal of Education for Teaching 35:1, pages 47-60.
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Linda Kucan. (2009) Engaging Teachers in Investigating Their Teaching as a Linguistic Enterprise: The Case of Comprehension Instruction in the Context of Discussion. Reading Psychology 30:1, pages 51-87.
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Mary Kay Stein, RandiA. Engle, MargaretS. Smith & ElizabethK. Hughes. (2008) Orchestrating Productive Mathematical Discussions: Five Practices for Helping Teachers Move Beyond Show and Tell. Mathematical Thinking and Learning 10:4, pages 313-340.
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Margaret Walshaw & Glenda Anthony. (2008) Creating Productive Learning Communities in the Mathematics Classroom: An International Literature Review. Pedagogies: An International Journal 3:3, pages 133-149.
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Jörg Wittwer & Alexander Renkl. (2008) Why Instructional Explanations Often Do Not Work: A Framework for Understanding the Effectiveness of Instructional Explanations. Educational Psychologist 43:1, pages 49-64.
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Emilio Sánchez, J. Ricardo García, Nadezhna Castellano, Raquel de Sixte, Andrea Bustos & Héctor García-Rodicio. (2008) Qué, cómo y quién: tres dimensiones para analizar la práctica educative. Culture and Education 20:1, pages 95-118.
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CINDYE. HMELO-SILVER, RAVIT
GOLAN DUNCAN & CLARKA. CHINN. (2007) Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)
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Philipp Bitzenbauer, Sebastian Höfler, Joaquin M. Veith, Bianca Winkler, Tim Zenger & Christoph Kulgemeyer. (2023) Exploring the Relationship Between Surface Features and Explaining Quality of YouTube Explanatory Videos. International Journal of Science and Mathematics Education.
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Harsh Kumar, David M. Rothschild, Daniel G. Goldstein & Jake Hofman. (2023) Math Education with Large Language Models: Peril or Promise?. SSRN Electronic Journal.
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David Stroupe & Julie Christensen. (2023) “Everything That’s Hard Got Harder”: Preservice Teachers’ Attempts at Rigorous and Responsive Instruction During Pedagogical Rehearsals in the COVID Pandemic. AERA Open 9, pages 233285842211397.
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Chris Kooloos, Helma Oolbekkink-Marchand, Saskia van Boven, Rainer Kaenders & Gert Heckman. (2021) Building on student mathematical thinking in whole-class discourse: exploring teachers’ in-the-moment decision-making, interpretation, and underlying conceptions. Journal of Mathematics Teacher Education 25:4, pages 453-477.
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Gaowei Chen & Carol K.K. Chan. (2022) Visualization- and analytics-supported video-based professional development for promoting mathematics classroom discourse. Learning, Culture and Social Interaction 33, pages 100609.
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Ron Gray, Allyson Rogan‐Klyve & Martha M. Canipe. (2022) Investigating the impact of eliciting and being responsive to students' initial ideas on productive disciplinary engagement across a unit. Science Education 106:2, pages 312-334.
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Xiaojun CHENG, Meihuan LIU, Yafeng PAN & Hong LI. (2022) The teaching and learning brains: Interpersonal neuroscience in educational research. Advances in Psychological Science 29:11, pages 1993-2001.
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Ying‐Chih Chen. (2021) “Talking Science” to “Discourse Strategies”: Perspective Shifting from “Knowing” to “Doing” the Language of ScienceTang, K. S. (2021). Discourse strategies for science teaching and learning: Research and practice. New York, NY: Routledge. ISBN 9780367344245. 212 Pages, 34 B/W illustrations. Science Education 105:4, pages 814-821.
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Elizabeth A. van Es & Miriam G. Sherin. (2021) Expanding on prior conceptualizations of teacher noticing. ZDM – Mathematics Education 53:1, pages 17-27.
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Chris Kooloos, Helma Oolbekkink-Marchand, Rainer Kaenders & Gert Heckman. (2019) Orchestrating Mathematical Classroom Discourse About Various Solution Methods: Case Study of a Teacher’s DevelopmentMathematische Diskurse über verschiedene Lösungsmethoden im Klassenraum ermöglichen: Fallstudie zur Entwicklung einer Lehrperson. Journal für Mathematik-Didaktik 41:2, pages 357-389.
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Helenrose Fives & Nicole Barnes. (2020) Navigating the complex cognitive task of classroom assessment. Teaching and Teacher Education 92, pages 103063.
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Yafeng Pan, Suzanne Dikker, Pavel Goldstein, Yi Zhu, Cuirong Yang & Yi Hu. (2020) Instructor-learner brain coupling discriminates between instructional approaches and predicts learning. NeuroImage 211, pages 116657.
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Theresa J. Grant & Mariana Levin. (2020) Diverge Then Converge: A Strategy for Deepening Understanding Through Analyzing and Reconciling Contrasting Patterns of Reasoning. Mathematics Teacher Educator 8:2, pages 8-24.
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Jianpeng Guo. (2019) The use of an extended flipped classroom model in improving students’ learning in an undergraduate course. Journal of Computing in Higher Education 31:2, pages 362-390.
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Didem Akyuz. (2014) MATHEMATICAL PRACTICES IN A TECHNOLOGICAL SETTING: A DESIGN RESEARCH EXPERIMENT FOR TEACHING CIRCLE PROPERTIES. International Journal of Science and Mathematics Education 14:3, pages 549-573.
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