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Journal of the Learning Sciences Volume 24, 2015 - Issue 3
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Editors’ Note

Educators’ Coaches, Peers, and Practices: Revisiting How Teachers Learn

Iris Tabak
&
Josh Radinsky
Pages 343-346 | Published online: 24 Jul 2015

REFERENCES

  • Bannister, N. A. (2015 /this issue). Reframing practice: Teacher learning through interactions in a collaborative group. Journal of the Learning Sciences, 24, 347–372. doi:10.1080/10508406.2014.999196
  • Ghousseini, H. (2015 /this issue). Investigating the potential of guided practice with an enactment tool for supporting adaptive performance. Journal of the Learning Sciences, 24, 461–497. doi:10.1080/10508406.2015.1057339
  • Horn, I. S., & Kane, B. D. (2015 /this issue). Opportunities for professional learning in mathematics teacher workgroup conversations: Relationships to instructional expertise. Journal of the Learning Sciences, 24, 373–418. doi:10.1080/10508406.2015.1034865
  • Koschmann, T. (2015 /this issue). Remembrance: Naomi Mayake. Journal of the Learning Sciences, 24, 498–499. doi:
  • Lineback, J. E. (2015 /this issue). The redirection: An indicator of how teachers respond to student thinking. Journal of the Learning Sciences, 24, 419–460. doi:10.1080/10508406.2014.930707
  • Monte-Sano, C., & Budano, C. (2013). Developing and enacting pedagogical content knowledge for teaching history: An exploration of two novice teachers’ growth over three years. Journal of the Learning Sciences, 22, 171–211. doi:10.1080/10508406.2012.742016
  • Murata, A. (2013). Diversity and high academic expectations without tracking: Inclusively responsive instruction. Journal of the Learning Sciences, 22, 312–335. doi:10.1080/10508406.2012.682188
  • Tabak, I., & Radinsky, J. (2013). Editors’ note. Journal of the Learning Sciences, 22, 169–170. doi:10.1080/10508406.2013.779846

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