References
- Akerson, V. L., Cullen, T. A., & Hanson, D. L. (2009). Fostering a community of practice through a professional development program to improve elementary teachers’ views of nature of science and teaching practice. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(10), 1090–1113. https://doi.org/10.1002/tea.20303
- Alonzo, A. C., & Steedle, J. T. (2009). Developing and assessing a force and motion learning progression. Science Education, 93(3), 389–421. https://doi.org/10.1002/sce.20303
- Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). Jossey-Bass.
- Barrett, H. (2000). Electronic teaching portfolios: Multimedia skills+ portfolio development= powerful professional development. In Society for Information Technology & Teacher Education International Conference (pp. 1111–1116).
- Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood, A., Hawkey, K., Ingram, M., Atkinson, A., & Smith, M. (2005). Creating and sustaining effective professional learning communities (No. 637). Institute of Education.
- Boudett, K. P., City, E., & Murnane, R. (2005). Data wise: A step-by-step guide to using assessment results to improve teaching and learning. Harvard Education Press. http://eric.ed.gov/?id=ED515275
- Choi, I., Land, S. M., & Turgeon, A. J. (2005). Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion. Instructional Science, 33(5–6), 483–511. https://doi.org/10.1007/s11251-005-1277-4
- Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
- Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
- Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38(1), 39–72. http://www.tandfonline.com/doi/pdf/10.1080/03057260208560187
- Furtak, E. M. (Ed.). (2009). Formative assessment for secondary science teachers. Corwin Press.
- Garet, M. S., Cronen, S., Eaton, M., Kurki, A., Ludwig, M., Jones, W., Uekawa, K., Falk, A., Bloom, H. S., Doolittle, F., Zhu, P., & Sztejnberg, L. (2008). The impact of two professional development interventions on early reading instruction and achievement (NCEE 2008-4030). National Center for Educational Evaluation and Regional Assistance, Institute for Education Sciences, U.S. Department of Education
- Garet, M. S., Wayne, A. J., Stancavage, F., Taylor, J., Walters, K., Song, M., Brown, S., Hurlburt, S., Zhu, P., & Sepanik, S. (2010). Middle school mathematics professional development impact study: Findings after the first year of implementation (NCEE 2010-4009). National Center for Educational Evaluation and Regional Assistance, Institute for Education Sciences, U.S. Department of Education
- Gearhart, M., & Osmundson, E. (2009). Assessment portfolios as opportunities for teacher learning. Educational Assessment, 14(1), 1–24. https://doi.org/10.1080/10627190902816108
- Hakel, M. D., Koenig, J. A., & Elliott, S. W. (2008). Assessing accomplished teaching: Advanced-level certification programs. National Academies Press
- Heller, J. I., Daehler, K. R., Wong, N., Shinohara, M., & Miratrix, L. W. (2012). Differential effects of three professional development models on teacher knowledge and student achievement in elementary science. Journal of Research in Science Teaching, 49(3), 333–362. https://doi.org/10.1002/tea.21004
- Hennessy, S., Rojas-Drummond, S., Higham, R., Márquez, A. M., Maine, F., Ríos, R. M., García-Carrión, R., Torreblanca, O., & Barrera, M. J. (2016). Developing a coding scheme for analysing classroom dialogue across educational contexts. Learning, Culture and Social Interaction, 9, 16–44. https://doi.org/10.1016/j.lcsi.2015.12.001
- Horn, I. S., Garner, B., Kane, B. D., & Basel, J. (2017). A taxonomy of instructional learning opportunities in teachers’ workgroup conversations. Journal of Teacher Education, 68(1), 41–54. https://doi.org/10.1177/0022487116676315
- Horn, I. S., & Little, J. W. (2010). Attending to problems of practice: Routines and resources for professional learning in teachers’ workplace interactions. American Educational Research Journal, 47(1), 181–217. https://doi.org/10.3102/0002831209345158
- Kazemi, E., & Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7(3), 203–235. https://doi.org/10.1023/B:JMTE.0000033084.26326.19
- Kilbane, C. R., & Milman, N. B. (2017). Examining the impact of the creation of digital portfolios by high school teachers and their students on teaching and learning. International Journal of EPortfolio, 7(1), 101–109. https://files.eric.ed.gov/fulltext/EJ1142755.pdf
- Kirsch, D. (2000). A few thoughts on cognitive overload. Intellectia, 1(30), 19–51. https://philarchive.org/archive/KIRAFT
- Kloser, M. (2014). Identifying a core set of science teaching practices: A Delphi expert panel approach. Journal of Research in Science Teaching, 51(9), 1185–1217. https://doi.org/10.1002/tea.v51.9
- Kloser, M., Borko, H., Martinez, F., Stecher, B., & Luskin, R. (2017). Evidence of middle school science assessment practice from classroom-based portfolios. Science Education, 101(2), 209–231. https://doi.org/10.1002/sce.21256
- Lakshmanan, A., Heath, B. P., Perlmutter, A., & Elder, M. (2011). The impact of science content and professional learning communities on science teaching efficacy and standards-based instruction. Journal of Research in Science Teaching, 48(5), 534–551. https://doi.org/10.1002/tea.20404
- Lee, H.-S., & Liu, O. L. (2010). Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective. Science Education, 94(4), 665–688. https://doi.org/10.1002/sce.20382
- Lehrer, R., & Schauble, L. (2000). Developing model-based reasoning in mathematics and science. Journal of Applied Developmental Psychology, 21(1), 39–48. https://doi.org/10.1016/S0193-3973(99)00049-0
- Lieberman, A., & Pointer Mace, D. (2010). Making practice public: Teacher learning in the 21st century. Journal of Teacher Education, 61(1–2), 77–88. https://doi.org/10.1177/0022487109347319
- Liu, O. L., Lee, H.-S., & Linn, M. C. (2010). An investigation of teacher impact on student inquiry science performance using a hierarchical linear model. Journal of Research in Science Teaching, 47(7), 807–819. https://doi.org/10.1002/tea.20372
- Lortie, D. C. (1975). Schoolteacher: A sociological study. University of Chicago Press.
- Martínez, J. F., Borko, H., & Stecher, B. M. (2012). Measuring instructional practice in science using classroom artifacts: Lessons learned from two validation studies. Journal of Research in Science Teaching, 49(1), 38–67. https://doi-org.proxy.library.nd.edu/10.1002/tea.20447
- Martínez, J. F., Borko, H., Stecher, B., Luskin, R., & Kloser, M. (2012). Measuring classroom assessment practice using instructional artifacts: A validation study of the QAS notebook. Educational Assessment, 17(2–3), 107–131. https://doi-org.proxy.library.nd.edu/10.1080/10627197.2012
- Martinez, J. F., Stecher, B., & Kloser, M. (2018). Measuring instruction using classroom artifacts and portfolios: Evidence from four recent studies [Paper presentation]. A Symposium for Annual Meeting of the National Council on Measurement in Education, New York, NY, USA.
- Michaels, S., & O’Connor, C. (2015). Conceptualizing talk moves as tools: Professional development approaches for academically productive discussion. In L. B. Resnick, C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through talk and dialogue (pp. 347–362). American Educational Research Association.
- National Research Council. (2007). Taking science to school: Learning and teaching science in grades K-8. National Academies Press.
- National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press.
- Nelson, T. H. (2009). Teachers’ collaborative inquiry and professional growth: Should we be optimistic? Science Education, 93(3), 548–580. https://doi.org/10.1002/sce.20302
- Nelson, T. H., Slavit, D., & Deuel, A. (2012). Two dimensions of an inquiry stance toward student-learning data. Teachers College Record, 114(8), 1–42. https://www.researchgate.net/profile/David_Slavit/publication/287605574_Two_Dimensions_of_an_Inquiry_Stance_Toward_Student-Learning_Data/links/5e162b97a6fdcc2837631c2b/Two-Dimensions-of-an-Inquiry-Stance-Toward-Student-Learning-Data.pdf
- Neumann, K., Viering, T., Boone, W. J., & Fischer, H. E. (2013). Towards a learning progression of energy. Journal of Research in Science Teaching, 50(2), 162–188. https://doi.org/10.1002/tea.21061
- Salleh, H. (2016). Facilitation for professional learning community conversations in Singapore. Asia Pacific Journal of Education, 36(2), 285–300. https://doi.org/10.1080/02188791.2016.1148855
- Sawada, D., Piburn, M. D., Judson, E., Turley, J., Falconer, K., Benford, R., & Bloom, I. (2002). Measuring reform practices in science and mathematics classrooms: The reformed teaching observation protocol. School Science and Mathematics, 102(6), 245–253. https://doi.org/10.1111/j.1949-8594.2002.tb17883.x
- Scholastic. (2012). Primary sources 2012: America’s teachers on the teaching profession. Bill and Melinda Gates Foundation.
- Shulman, L. (1998). Teacher portfolios: A theoretical activity. In N. Lyons (Ed.), With portfolio in hand (pp. 23–37). Teachers College Press.
- Slavit, D., Nelson, T. H., & Deuel, A. (2013). Teacher groups’ conceptions and uses of student-learning data. Journal of Teacher Education, 64(1), 8–21. https://doi.org/10.1177/0022487112445517
- Smith, K., & Tillema, H. (2001). Long-term influences of portfolios on professional development. Scandinavian Journal of Educational Research, 45(2), 183–203. https://doi.org/10.1080/00313830120052750
- Snoeyink, R. (2010). Using video self-analysis to improve the “withitness” of student teachers. Journal of Computing in Teacher Education, 26(3), 101–110. https://www.tandfonline.com/doi/abs/10.1080/10402454.2010.10784641
- Stake, R. E. (1995). The art of case study research. SAGE.
- Stefani, L., Mason, R., & Pegler, C. (2007). The educational potential of e-portfolios: Supporting personal development and reflective learning. Routledge.
- Stevens, S. Y., Delgado, C., & Krajcik, J. S. (2010). Developing a hypothetical multi-dimensional learning progression for the nature of matter. Journal of Research in Science Teaching, 47(6), 687–715. https://doi.org/10.1002/tea.20324
- Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258. https://doi.org/10.1007/s10833-006-0001-8
- Strahan, D. (2003). Promoting a collaborative professional culture in three elementary schools that have beaten the odds. The Elementary School Journal, 104(2), 127–146. https://doi.org/10.1086/499746
- Thompson, J., Windschitl, M., & Braaten, M. (2013). Developing a theory of ambitious early-career teacher practice. American Educational Research Journal, 50(3), 574–615. https://doi.org/10.3102/0002831213476334
- Tucker, P., Stronge, J., & Gareis, C. (2013). Handbook on teacher portfolios for evaluation and professional development. Routledge.
- Tucker, P. D., Stronge, J. H., Gareis, C. R., & Beers, C. S. (2003). The efficacy of portfolios for teacher evaluation and professional development: Do they make a difference? Educational Administration Quarterly, 39(5), 572–602. https://doi.org/10.1177/0013161X03257304
- Turner, J. C., Christensen, A., Kacker-Cam, H. Z., Fulmer, S. M., & Trucano, M (2018). The development of professional learning communities and their teacher leaders: An activity systems analysis Journal of the Learning Sciences, 27(1), 49–88. https://doi.org/10.1080/10508406.2017.1381962
- Van Es, E. A. (2009). Participants’ roles in the context of a video club. The Journal of the Learning Sciences, 18(1), 100–137. https://doi.org/10.1080/10508400802581668
- Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. https://doi.org/10.1016/j.tate.2007.01.004
- Watson, C. (2014). Effective professional learning communities?: The possibilities for teachers as agents of change in schools. British Educational Research Journal, 40(1), 18–29. https://doi.org/10.1002/berj.3025
- Wilsey, M., Kloser, M., Borko, H., & Rafanelli, S. (2020). Middle school science teachers’ conceptions of assessment practice throughout a year-long professional development experience. Educational Assessment, 25(2), 136–158. https://doi-org.proxy.library.nd.edu/10.1080/10627197.2020.1756255
- Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92(5), 941–967. https://doi.org/10.1002/sce.20259
- Windschitl, M., Thompson, J., & Braaten, M. (2018). Ambitious science teaching. Harvard Education Press.
- 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. https://doi.org/10.1002/sce.21027
- Yin, R. K. (2009). Case study research: Design and methods (4th ed.). SAGE.
- Zeichner, K., & Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17(5), 613–621. https://doi.org/10.1016/S0742-051X(01)00017-8