Investigating the Potential of Guided Practice With an Enactment Tool for Supporting Adaptive Performance

REFERENCES

• Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage.
   Google Scholar
• Chapin, S., O’Connor, C., & Anderson, N. (2009). Classroom discussions: Using math talk to help students learn, grades K-6 (2nd ed.). Sausalito, CA: Math Solutions.
   Google Scholar
• Clements, D. H. (1999). Subitizing: What is it? Why teach it? Teaching Children Mathematics, 5, 400–405.
   Google Scholar
• Cobb, P. (2002). Reasoning with tools and inscriptions. Journal of the Learning Sciences, 11, 187–215. doi:10.1080/10508406.2002.9672137
   Web of Science ®Google Scholar
• Cook, S. D., & Brown, J. S. (1999). Bridging epistemologies: The generative dance between organizational knowledge and organizational knowing. Organization Science, 10(4), 381–400. doi:10.1287/orsc.10.4.381
   Web of Science ®Google Scholar
• Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world. San Francisco, CA: Jossey-Bass Educational Series.
   Google Scholar
• Dreyfus, S. E. (2004). The five-stage model of adult skill acquisition. Bulletin of Science, Technology, and Society, 24(3), 177–181. doi:10.1177/0270467604264992
   Google Scholar
• Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 119–161). New York: Macmillan.
   Google Scholar
• Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406. doi:10.1037/0033-295X.100.3.363
   Web of Science ®Google Scholar
• Fosnot, C. T., & Dolk, M. (2001). Young mathematicians at work: Constructing the number system, addition and subtraction. Portsmouth, NH: Heinemann.
   Google Scholar
• Fraivillig, J. L., Murphy, L. A., & Fuson, K. C. (1999). Advancing children’s mathematical thinking in everyday mathematics classrooms. Journal for Research in Mathematics Education, 30(2), 148–170.
   Web of Science ®Google Scholar
• Franke, M. L., Kazemi, E., & Battey, D. (2007). Mathematics teaching and classroom practice. In F. K. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 225–256). Charlotte, NC: Information Age.
   Google Scholar
• Greeno, J. (2002). Students with competence, authority, and accountability: Affording intellective identities in classrooms. New York: The College Board.
   Google Scholar
• Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055–2100.
   Web of Science ®Google Scholar
• Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, reimagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273–289. doi:10.1080/13540600902875340
   Web of Science ®Google Scholar
• Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45, 184–205. doi:10.3102/0002831207312906
   Web of Science ®Google Scholar
• Grossman, P., Valencia, S. W., 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, 631–662. doi:10.1080/10862960009548098
   Web of Science ®Google Scholar
• Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M., & Zeichner, K. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358–388). San Francisco, CA: Jossey-Bass Educational Series.
   Google Scholar
• Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In H. Stevenson, H. Azuma, & K. Hakuta (Eds.), Child development and education in Japan (pp. 263–272). New York, NY: Freeman.
   Google Scholar
• Herbel-Eisenmann, B., Drake, C., & Cirillo, M. (2009). “Muddying the clear waters”: Teachers’ take-up of the linguistic idea of revoicing. Teaching and Teacher Education, 25, 268–277. doi:10.1016/j.tate.2008.07.004
   Web of Science ®Google Scholar
• Hiebert, J., & Wearne, D. (1993). Instructional tasks, classroom discourse, and students’ learning in second-grade arithmetic. American Educational Research Journal, 30, 393–425. doi:10.3102/00028312030002393
   Web of Science ®Google Scholar
• 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. doi:10.3102/0002831209345158
   Web of Science ®Google Scholar
• Kazemi, E., & Stipek, D. (2001). Promoting conceptual thinking in four upper-elementary mathematics classrooms. Elementary School Journal, 102, 59–80.
   Web of Science ®Google Scholar
• Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven, CT: Yale University Press.
   Google Scholar
• Lampert, M., Beasley, H., Ghousseini, H., Kazemi, E., & Franke, M. (2010). Using designed instructional activities to enable novices to manage ambitious mathematics teaching. M. K. Stein & L. Kucan ( Ed s.), Instructional explanations in the disciplines (pp. 129–141). New York, NY: Springer Science+Business Media. doi:10.1007/978-1-4419-0594-9_9
   Google Scholar
• 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. Journal of Teacher Education, 64(3), 226–243. doi:10.1177/0022487112473837
   Web of Science ®Google Scholar
• Lave, J., & Wenger, E. (1992). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
   Google Scholar
• Leinhardt, G., & Greeno, J. G. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78(2), 75–95. doi:10.1037/0022-0663.78.2.75
   Web of Science ®Google Scholar
• Leinhardt, G., & Steele, M. D. (2005). Seeing the complexity of standing to the side: Instructional dialogues. Cognition and Instruction, 23(1), 87–163. doi:10.1207/s1532690xci2301_4
   Web of Science ®Google Scholar
• Michaels, S., O’Connor, C., & Resnick, L. B. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27(4), 283–297. doi:10.1007/s11217-007-9071-1
   Web of Science ®Google Scholar
• Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139–165). Cambridge, England: Cambridge University Press.
   Google Scholar
• Rogoff, B., Baker-Sennett, J., Lacasa, P., & Goldsmith, D. (1995). Development through participation in sociocultural activity. In J. Goodnow, P. Miller, & F. Kessel (Eds.), Cultural practices as contexts for development (pp. 45–65). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Salomon, G., & Perkins, D. N. (1998). Chapter 1: Individual and social aspects of learning. Review of Research in Education, 23, 1–24.
   Web of Science ®Google Scholar
• Sfard, A. (2002). The interplay of intimations and implementations: Generating new discourse with new symbolic tools. Journal of the Learning Sciences, 11(2–3), 319–357. doi:10.1080/10508406.2002.9672142
   Web of Science ®Google Scholar
• Sfard, A., & McClain, K. (2002). Guest editor’s introduction: Analyzing tools: Perspectives on the role of designed artifacts in mathematics learning. Journal of the Learning Sciences, 11(2–3), 153–161. doi:10.1080/10508406.2002.9672135
   Web of Science ®Google Scholar
• Smylie, M., & Wenzel, S. (2006). Promoting instructional improvement: A strategic human resource management perspective. Chicago, IL: Consortium on Chicago School Research.
   Google Scholar
• Staples, M. (2007). Supporting whole-class collaborative inquiry in a secondary mathematics classroom. Cognition and Instruction, 25(2–3), 161–217. doi:10.1080/07370000701301125
   Web of Science ®Google Scholar
• Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10, 313–340. doi:10.1080/10986060802229675
   Google Scholar
• Thompson, J., Windschitl, M., & Braaten, M. (2013). Developing a theory of ambitious early career teacher practice. American Educational Research Journal, 50(3), 574–615. doi:10.3102/0002831213476334
   Web of Science ®Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.
   Google Scholar
• Wertsch, J. (1998). Mind as action. New York, NY: Oxford University Press.
   Google Scholar
• Zeichner, K. (2012). The turn once again toward practice-based teacher education. Journal of Teacher Education, 63(5), 376–382. doi:10.1177/0022487112445789
   Web of Science ®Google Scholar