1,281
Views
27
CrossRef citations to date
0
Altmetric
Articles

Beginning Teachers' Use of Resources to Enact and Learn from Ambitious Instruction

References

  • Abell, S. (2007). Research on science teacher knowledge. In S. Abell & N. Lederman (Eds.), Handbook of research on science education (pp. 1105–1149). Mahwah, NJ: Lawrence Erlbaum.
  • Avraamidou, L., & Zembal-Saul, C. (2010). In search of well-started beginning science teachers: Insights from two first-year elementary teachers. Journal of Research in Science Teaching, 47(6), 661–686.
  • Ball, D. L., & Forzani, F. M. (2011). Building a common core for learning to teach, and connecting professional learning to practice. American Educator, 35(2), 17–21, 38–39.
  • Ball, D., Sleep, L., Boerst, T., & Bass, H. (2009). Combining the development of practice and the practice of development in teacher education. The Elementary School Journal, 109(5), 458–474.
  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407.
  • Carlsen, W. (1999). Domains of teacher knowledge. In J. Gess-Newsome & N. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 133–144). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Carlsen, W. (1991). Effect of new biology teachers' subject-matter knowledge on curricular planning. Science Education, 75, 631–647.
  • Cobb, P. (2000, April). The importance of a situated view of learning to the design of research and instruction. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 45–82). Westport, CT: Ablex Publishing.
  • Cobb, P. (2011, April). Discussant remarks. Annual meeting of the American Educational Research Association, Vancouver, Canada.
  • Cobb, P., Zhao, Q., & Dean, C. (2009). Conducting design experiments to support teachers' learning: A reflection from the field. Journal of the Learning Sciences, 18(2), 165–199.
  • Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249–305.
  • Coffey, J. E., Hammer, D., Levin, D. M., & Grant, T. (2011). The missing disciplinary substance of formative assessment. Journal of Research in Science Teaching, 48(10), 1109–1136.
  • Cohen, D. K., Raudenbush, S. W., & Ball, D. (2002). Resources, instruction, and research. In F. Mosteller & R. Boruch (Eds.), Evidence matters: Randomized trials in education research (pp. 80–119). Washington, DC: Brookings Institution Press.
  • Cole, M., & Engeström, Y. (1993). A cultural historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions (pp. 1–46). Cambridge, UK: Cambridge University Press.
  • Crawford, B. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613–642.
  • Donovan, M. S., & Bransford, J. D. (2005) Introduction. In M. S. Donovan & J. D. Bransford (Eds.), How students learn: Science in the classroom (pp. 1–26). Washington, DC: National Academies Press.
  • Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Science Education, 32, 268–291.
  • Edwards, A. (2010). How can Vygotsky and his legacy help us understand and develop teacher education? In V. Ellis, A. Edwards, & P. Smagorinsky (Eds.), Cultural-historical perspectives on teacher education and development (pp. 63–77). New York, NY: Routledge.
  • Ensor, P. (2001). From preservice mathematics teacher education to beginning teaching: A study in recontextualizing. Journal for Research in Mathematics Education, 32(3), 296–320.
  • Erickson, F. (1986). Qualitative methods in research on teaching. In M. Wittrock (Eds.), Handbook of research on teaching (3rd ed., pp. 119–161). New York, NY: MacMillan.
  • Fairbanks, C. M., Duffy, G. G., Faircloth, B. S., He, Y., Levin, B., Rohr, J., & Stein, C. (2010). Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive than others. Journal of Teacher Education, 61(1–2), 161–171.
  • Flores, M. A. (2006). Being a novice teacher in two different settings: Struggles, continuities, and discontinuities. Teachers College Record, 108(10), 2021–2052.
  • Franke, M., Carpenter, T., Levi, L., & Fennema, E. (2001). Capturing teachers' generative change: A follow-up study of professional development in mathematics. American Educational Research Journal, 38(3), 653–689.
  • Gainsburg, J. (2012). Why new mathematics teachers do or don't use practices emphasized in their credential program. Journal of Mathematics Teacher Education, 15(5), 359–379.
  • Gess-Newsome, J. (1999). Secondary teachers' knowledge and beliefs about subject matter and their impact on instruction. In J. Gess-Newsome & N. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 51–94). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Gess-Newsome, G., & Lederman, N. G. (1995). Biology teachers' perceptions of subject matter structure and its relationship to classroom practice. Journal of Research in Science Teaching, 32, 301–325.
  • Greeno, J. G. (2006). Learning in activity. In R. K. Sawyer (Eds.), The Cambridge handbook of the learning sciences (pp. 79–96). Cambridge, UK: Cambridge University Press.
  • Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009a). Teaching practice: A cross-professional study. Teachers College Record, 111(9), 2055–2100.
  • Grossman, P., Hammerness, K., & McDonald, M. (2009b). Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 27–-289.
  • Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184–205.
  • Grossman, P., Valencia, S., Evans, K., Thompson, C., Martin, S., & Place, N. (2000). Transitions into teaching: Learning to teach writing in teacher education and beyond. Journal of Literacy Research, 32(4), 631–662.
  • Hashweh, M. Z. (1987). Effects of subject matter knowledge in the teaching of biology and physics. Teaching and Teacher Education, 3(2), 109–120.
  • Hill, H., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G., Sleep, L., & Ball, D. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26, 430–511.
  • Horn, I. S. (2007). Fast kids, slow kids, lazy kids: Framing the mismatch problem in mathematics teachers' conversations. The Journal of the Learning Sciences, 16(1), 37–79.
  • Horn, I. S. (2010). Teaching replays, teaching rehearsals, and re-visions of practice: Learning from colleagues in a mathematics teacher community. Teachers College Record, 112(1), 225–259.
  • Kazemi, E., Franke, M., & Lampert, M. (2009). Developing pedagogies in teacher education to support novice teachers' ability to enact ambitious instruction. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides: Proceedings of the 32nd annual conference of the mathematics education research group of Australiasia (Vol. 1, pp. 11–21). Palmerston North, NZ: MERGA.
  • Kazemi, E., & Hintz, A. (2014). Intentional talk: How to structure and lead productive mathematical discussions. Portland, ME: Stenhouse Publishers.
  • Kennedy, M. (1987). Inexact sciences: Professional education and the development of expertise. Review of Research in Education, 14, 133–167.
  • Kennedy, M. (1999) The role of preservice teacher education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of teaching and policy (pp. 54–86). San Francisco, CA: Jossey Bass.
  • Kennedy, M. (2010). Attribution error and the quest for teacher quality. Educational Researcher, 39(8), 591–598.
  • Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven, CT: Yale University Press.
  • Lampert, M., Boerst, T. A., & Graziani, F. (2011). Organizational resources in the service of school-wide ambitious teaching practice. Teachers College Record, 113(7), 1361–1400.
  • Lampert, M., & Graziani, F. (2009). Instructional activities as a tool for teachers' and teacher educators' learning. The Elementary School Journal, 109(5), 491–509.
  • Lampert, M., Franke, M., Kazemi, E., Ghousseini, H., Turrou, A.C., Beasley, H., & Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching in elementary mathematics. Journal of Teacher Education, 64, 226–243.
  • Larkin, D. (2012). Misconceptions about “misconceptions”: Preservice secondary science teachers' views on the value and role of student ideas. Science Education, 96(5), 1–33.
  • Lee, O. (1995). Subject matter knowledge, classroom management, and instructional practices in middle school science classrooms. Journal of Research in Science Teaching, 32, 423–440.
  • Lehrer, R., & Schauble, L. (Eds.). (2001). Investigating real data in the classroom: Expanding children's understanding of math and science. New York, NY: Teachers College Press.
  • Levin, D. M., Grant, T., & Hammer, D. (2012). Attending and responding to student thinking in science. The American Biology Teacher, 74(3), 158–162.
  • Luft, J., & Roehrig, G. (2007). Capturing science teachers' epistemological beliefs: The development of the teacher beliefs interview. Electronic Journal of Science Education, 11(2), 38–63.
  • Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95–132). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Maskiewicz, A. C., & Winters, V. A. (2012). Understanding the co-construction of inquiry practices: A case study of a responsive teaching environment. Journal of Research in Science Teaching, 49(4), 429–464.
  • May, D. B., Hammer, D., & Roy, P. (2006). Children's analogical reasoning in a 3rd-grade science discussion. Science Education, 90(2), 316–330.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). San Francisco, CA: Jossey-Bass.
  • Minstrell, J. (1982). Explaining the "at rest" condition of an object. The Physics Teacher, 20, 10–14.
  • National Research Council. (2007). Taking science to school: Learning and teaching science in grades K-8. Committee on science learning, kindergarten through eighth grade. In R. A. Duschl, H. A. Schweingruber, & A. W. Shouse (Eds.), Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
  • National Research Council. (2011). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework of New K–12 Science Education Standards. Board on Science Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
  • Nilsson, P. (2008). Teaching for understanding: The complex nature of pedagogical content knowledge in pre-service education. International Journal of Science Education, 30(10), 1281–1299.
  • Nilsson, P., & van Driel, J. H. (2010). Teaching together and learning together—Primary science student teachers' and their mentors' joint teaching and learning in the primary classroom. Teaching and Teacher Education, 26, 1309–1318.
  • Nolen, S. B., Ward, C. J., Horn, I. S., Childers, S., Campbell, S., & Mahna, K. (2009). Motivation in pre-service teachers: The development of utility filters. In M. Wosnitza, S. A. Karabenick, A. Efklides, & P. Nenniger (Eds.), Contemporary motivation research: From global to local perspectives (pp. 265–278). Ashland, OH: Hogrefe & Huber.
  • Papert, S. (1993). The children's machine: Rethinking school in the age of the computer. New York, NY: Basic Books.
  • Patton, M. Q. (2003). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.
  • Peressini, D., Borko, H., Romagnano, L., Knuth, E., & Willis, C. (2004). A conceptual framework for learning to teach secondary mathematics: A situative perspective. Educational Studies in Mathematics, 56, 67–96.
  • Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.
  • Rex, L.A., & Nelson M. (2004). How teachers' professional identities position high-stakes test preparation in their classrooms. Teachers College Record, 106(6), 1288–1331.
  • Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford University Press.
  • Sawyer, R. K. (2008). Optimizing learning: Implications of learning sciences research. In Learning in the 21st century: Research, innovation, and policy (pp. 1–14). Washington, DC: OECD.
  • Scott, P., Asoko, H., & Leach, J. (2007). Student conceptions and conceptual learning in science. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 31–56). New York, NY: MacMillan.
  • Sfard, A., & Prusak, A. (2005). Telling identities—In search of an analytical tool for investigating learning as a culturally shaped activity. Educational Researcher, 34, 14–22.
  • Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (Eds.). (2011). Mathematics teacher noticing: Seeing through teachers' eyes. New York, NY: Routledge.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
  • Sykes, G., Bird, T., & Kennedy, M. (2010). Teacher education: Its problems and some prospects. Journal of Teacher Education, 61(5), 464–476.
  • Thompson, J., Hagenah, S., Lohwasser, K., & Laxton, K. (2015). Problems without ceilings: How mentors and novices frame and work on problems-of-practice. Journal of Teacher Education, 66, 363–381.
  • Thompson, J., Windschitl, M., & Braaten, M. (2013). Developing a theory of ambitious early-career teacher practice. American Educational Research Journal, 50(3), 574–615.
  • van Driel, J. H., de Jong, O., & Verloop, N. (2002). The development of preservice chemistry teachers' pedagogical content knowledge. Science Education, 86(4), 572–590.
  • van Driel, J. H., Verloop, N., & de Vos, W. (1998). Developing science teachers' pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673–695.
  • van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers' “learning to notice” in the context of a video club. Teaching and Teacher Education, 24, 244–276.
  • Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A., & Hudicourt-Barnes, J. (2001). Rethinking diversity in learning science: The logic of everyday sense-making. Journal of Research in Science Teaching, 38(5), 529–552.
  • Warren, B., & Rosebery, A. (1995). Equity in the future tense: Redefining relationships among teachers, students, and science in linguistic minority classrooms. In W. Secada, E. Fennema, & L. Adajian (Eds.), New directions for equity in mathematics education (pp. 289–328). New York, NY: Cambridge University Press.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
  • Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173–209.
  • Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2012). Proposing a core set of instructional practices and tools for teachers of science. Science Education, 96(5), 878–903.
  • Wolcott, H. F. (2005). The art of fieldwork. Lanham MD: Altamira Press.
  • Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.