5,540
Views
0
CrossRef citations to date
0
Altmetric
Articles

Curricular Knowledge as a Resource for Responsive Instruction: A Case Study

ORCID Icon, , , & ORCID Icon

References

  • Andrews-Larson, C., Johnson, E., Peterson, V., & Keller, R. (2019). Doing math with mathematicians to support pedagogical reasoning about inquiry-oriented instruction. Journal of Mathematics Teacher Education, doi:10.1007/s10857-019-09450-3
  • Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93(4), 373–397. doi:10.1086/461730
  • Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is – or might be – the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6–8.
  • Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511.
  • 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.
  • Ben-Peretz, M. (1990). The teacher-curriculum encounter: Freeing teachers from the Tyranny of texts. Albany, NY: State University of New York University Press.
  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–74.
  • Brown, M., & Edelson, D. C. (2001). Teaching by design: Curriculum design as a lens on instructional practice. Paper presented at the American Educational Research Association, Seattle, WA.
  • Brown, M., & Edelson, D. C. (2003). Teaching as Design: Can we better understand the ways in which teachers use materials so we can better design materials to support their changes in practice? Retrieved from https://www.inquirium.net/people/matt/teaching_as_design-Final.pdf.
  • Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass Publishers.
  • Close, E. W., Seeley, L., Robertson, A. D., DeWater, L. S., & Close, H. G. (2015). Seattle pacific university: Nurturing physics teachers at a small liberal-arts school. In E. Brewe & C. Sandifer (Eds.), Recruiting and educating future physics teachers: Case studies and effective practices (pp. 37–52). College Park, MD: American Physical Society.
  • Close, H. G., & Heron, P. R. L. (2010). Research as a guide for improving student learning: An example from momentum conservation. American Journal of Physics, 78(9), 961–969. doi:10.1119/1.3421391
  • 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. doi:10.1002/tea.20440
  • Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14. doi:10.3102/0013189X019005002
  • Cowie, B., & Bell, B. (1999). A model of formative assessment in science education. Assessment in Education: Principles, Policy & Practice, 6(1), 101–116.
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: SAGE Publications, Inc.
  • Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3–14. doi:10.3102/0013189X034003003
  • Donmoyer, R. (1990). Generalizability and the single-case study. In E. W. Eisner & A. Peshkin (Eds.), Qualitative inquiry in education: The continuing debate (pp. 175–200). New York, NY: Teachers College Press.
  • Drake, C., & Sherin, M. G. (2008). Developing curriculum vision and trust: Changes in teachers' curriculum strategies. In A. Roth McDuffie & M. Mather (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 321–337). New York, NY: Routledge.
  • Eisenhart, M. (2009). Generalization from qualitative inquiry. In K. Ercikan & W.-M. Roth (Eds.), Generalizing from educational research: Beyond qualitative and quantitative polarization (pp. 51–66). New York, NY: Routledge.
  • Empson, S. B., & Jacobs, V. R. (2008). Learning to listen to children's mathematics. In D. Tirosh & T. Wood (Eds.), Tools and processes in mathematics teacher education (pp. 257–281). The Netherlands: Sense Publishers.
  • Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 119–161). New York, NY: Macmillan.
  • Erickson, F. (2007). Some thoughts on "Proximal" formative assessment of student learning. Yearbook of the National Society for the Study of Education, 106(1), 186–216. doi:10.1111/j.1744-7984.2007.00102.x
  • Firestone, W. A. (1993). Alternative arguments for generalizing from data as applied to. Educational researcher, 22(4), 16–23. doi:10.3102/0013189X022004016
  • Furtak, E. M., & Ruiz-Primo, M. A. (2008). Making students' thinking xplicit in writing and discussion: An analysis of formative assessment prompts. Science Education, 92(5), 799–824. doi:10.1002/sce.20270
  • Goldberg, F., Robinson, S., & Otero, V. (2006). Physics and everyday thinking. Armonk, NY: It's About Time.
  • Greeno, J. G. (2006). Learning in activity. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 79–96). New York, NY: Cambridge University Press.
  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York, NY: Columbia University, Teachers College Press.
  • Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching, 15(2), 273–289. doi:10.1080/13540600902875340
  • Guba, E. G., & Lincoln, Y. S. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 191–215). New York, NY: Sage Publications, Inc.
  • Hammer, D. (1997). Discovery learning and discovery teaching. Cognition and Instruction, 15(4), 485–529. doi:10.1207/s1532690xci1504_2
  • Hammer, D., Goldberg, F., & Fargason, S. (2012). Responsive teaching and the beginnings of energy in a third grade classroom. Review of Science, Mathematics, and ICT Education, 6(1), 51–72.
  • Hammer, D., & van Zee, E. (2006). Seeing the science in children’s thinking: Case studies of student inquiries in physical science. Portsmouth, NH: Heinemann.
  • Harlow, D. B. (2010a). Structures and improvisation for inquiry-based science instruction: A teacher's adaptation of a model of magnetism activity. Science Education, 94(1), n/a–163. doi:10.1002/sce.20348
  • Harlow, D. B. (2010b). Uncovering the hidden decisions that shape curricula. In C. Singh, M. Sabella, & S. Rebello (Eds.), Physics education research conference (pp. 21–24). Portland, OR: AIP Conference Proceedings.
  • Heron, P. R. L. (2004a). Empirical investigations of learning and teaching, part I: Examining and interpreting student thinking. In E. F. Redish & M. Vicentini (Eds.), Proceedings of the international school of physics "Enrico Fermi," Course CLVI. Amsterdam: IOS Press.
  • Heron, P. R. L. (2004b). Empirical investigations of learning and teaching, part II: Developing research-based materials. In E. F. Redish & M. Vicentini (Eds.), Proceedings of the international school of physics "Enrico Fermi," Course CLVI. Amsterdam: IOS Press.
  • Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372–400.
  • Horn, I. S., Garner, B., Kane, B. D., & Brasel, J. (2017). A taxonomy of instructional learning opportunities in teachers' workgroup conversations. Journal of Teacher Education, 68(1), 41–54. doi:10.1177/0022487116676315
  • Hutchison, P., & Hammer, D. (2010). Attending to student epistemological framing in a science classroom. Science Education, 94(3), 506–524. doi:10.1002/sce.20373
  • James, W. (1890). The principles of psychology. New York, NY: Henry Holt and Company.
  • Jurow, A. S., & Creighton, L. (2005). Improvisational science discourse: Teaching science in two K-1 classrooms. Linguistics and Education, 16(3), 275–297. doi:10.1016/j.linged.2006.02.002
  • Kirshner, B., O'Donoghue, J., & McLaughlin, M. (2005). Youth-adult research collaborations: Bringing youth voice to the research process. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities and contexts of development: Extracurricular activities, after-school and community programs (pp. 131–156). Mahwah, NJ: Erlbaum.
  • Korthagen, F. A. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26(1), 98–106. doi:10.1016/j.tate.2009.05.001
  • Krippendorff, K. (2013). Content analysis: An introduction to its methodology (3rd ed.). Thousand Oaks, CA: SAGE.
  • Learning Assistant Alliance. (2019, Nov 8). Retrieved from https://learningassistantalliance.org.
  • Levin, D. M., Hammer, D., & Coffey, J. E. (2009). Novice teachers' attention to student thinking. Journal of Teacher Education, 60(2), 142–154. doi:10.1177/0022487108330245
  • Lloyd, G. M. (1999). Two teachers' conceptions of a reform curriculum: Implications for mathematics teacher development. Journal of Mathematics Teacher Education, 2(3), 227–252. doi:10.1023/A:1009965804662
  • Lloyd, G. M. (2008). Curriculum use while learning to teach: One student teacher's appropriation of mathematics curriculum materials. Journal for Research in Mathematics Education, 39, 63–94.
  • Lovegren, C. E., & Robertson, A. D. (2013). Development of novice teachers' views of student ideas as sensible and productive. Paper presented at the 2013 Physics Education Research Conference, Melville, NY.
  • Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95–132). Dordrecht: Kluwer Academic Publishers.
  • Maxwell, J. A. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 62(3), 279–300. doi:10.17763/haer.62.3.8323320856251826
  • Maxwell, J. A. (2004). Using qualitative methods for causal explanation. Field Methods, 16(3), 243–264. doi:10.1177/1525822X04266831
  • McDermott, L. C., Shaffer, P. S. & Washington, and the PEG at the University of Washington (2011). Tutorials in Introductory Physics (Preliminary 2nd ed.). Upper Saddle River, NJ: Prentice Hall College Division.
  • McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378–386. doi:10.1177/0022487113493807
  • National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common core state standards for mathematics. Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers.
  • NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.
  • Otero, V., Pollock, S., & Finkelstein, N. (2010). A physics department's role in preparing physics teachers: The Colorado learning assistant model. American Journal of Physics, 78(11), 1218–1224. doi:10.1119/1.3471291
  • Pierson, J. L. (2008). The relationship between patterns of classroom discourse and mathematics learning (Unpublished doctoral dissertation). Mathematics Education, University of Texas at Austin, Austin, TX.
  • Radoff, J., Robertson, A. D., Fargason, S., & Goldberg, F. (2018). Responsive teaching in the age of high-stakes testing: Does pursuing students' ideas mean they will perform poorly? Science and Children, 55(9), 88–91.
  • Remillard, J. T. (1991). Abdicating authority for knowing: A teacher's use of an innovative mathematics curriculum. East Lansing, MI: Michigan State University.
  • Remillard, J. T. (1999). Curriculum materials in mathematics education reform: A framework for examining teachers' curriculum development. Curriculum Inquiry, 29(3), 315–342. doi:10.1111/0362-6784.00130
  • Remillard, J. T. (2005). Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75(2), 211–246. doi:10.3102/00346543075002211
  • Remillard, J. T., & Bryans, M. B. (2004). Teachers' orientations toward mathematics curriculum materials: Implications for teacher learning. Journal for Research in Mathematics Education, 35(5), 352–388. doi:10.2307/30034820
  • Richards, J. (2013). Exploring what stabilizes teachers' attention and responsiveness to the substance of students' scientific thinking in the classroom (Ph.D.). College Park, MD: University of Maryland at College Park.
  • Robertson, A. D., & Atkins Elliott, L. J. (2020). Truth, success, and faith: Novice teachers’ perception of what is at risk in responsive teaching. Science Education, 104(4), 736–761. doi:10.1002/sce.21568
  • Robertson, A. D., Atkins, L. J., Levin, D. M., & Richards, J. (2016). What is responsive teaching? In A. D. Robertson, R. E. Scherr, & D. Hammer (Eds.), Responsive teaching in science and mathematics (pp. 1–35). New York, NY: Routledge.
  • Robertson, A. D., Eppard, E. P., Goodhew, L. M., Maaske, E. L., Sabo, H. C., Stewart, F. C., … Wenzinger, S. T. (2014, Summer). Being a Seattle Pacific University Learning Assistant: A transformative experience of listening and being heard. In B. A. Lindsey (Ed.), American Physical Society Forum on Education Newsletter. Washington, DC: American Physical Society.
  • Robertson, A. D., Scherr, R. E., & Hammer, D. (2016). Responsive teaching in science and mathematics. New York, NY: Routledge.
  • Rop, C. J. (2002). The meaning of student inquiry questions: A teacher's beliefs and responses. International Journal of Science Education, 24(7), 717–736. doi:10.1080/09500690110095294
  • Settlage, J., & Meadows, L. (2002). Standards-based reform and its unintended consequences: Implications for science education within America's urban schools. Journal of Research in Science Teaching, 39(2), 114–127. doi:10.1002/tea.10012
  • Sherin, B., & Star, J. R. (2011). Reflections on the study of teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 66–78). New York, NY: Routledge.
  • Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers' ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475–491.
  • Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers' professional vision. Journal of Teacher Education, 60(1), 20–37.
  • Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011). Mathematics teacher noticing: Seeing through teachers' eyes. New York, NY: Routledge.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. doi:10.3102/0013189X015002004
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. doi:10.17763/haer.57.1.j463w79r56455411
  • 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(2), 244–276. doi:10.1016/j.tate.2006.11.005
  • van Es, E. A., & Sherin, M. G. (2010). The influence of video clubs on teachers' thinking and practice. Journal of Mathematics Teacher Education, 13(2), 155–176. doi:10.1007/s10857-009-9130-3
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Vygotsky, L. S. (1986). Thought and language. In A. Kozulin (Ed.). London: MIT Press.
  • Wehlage, G. (1981). The purpose of generalization in field study research. In T. Papkewitz & B. Tabchmie (Eds.), The study of schooling (pp. 211–226). New York, NY: Praeger.
  • 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. doi:10.1002/sce.21027
  • Wosilait, K., Heron, P. R. L., Shaffer, P. S., & McDermott, L. C. (1998). Development and assessment of a research-based tutorial on light and shadow. American Journal of Physics, 66(10), 906–913. doi:10.1119/1.18988
  • Yin, R. K. (2003). Case study research: Design and methods. Thousand Oaks, CA: SAGE Publications, Inc.