REFERENCES
- Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, MA: Harvard University Press.
- Confrey, J., & Lachance, A. (2000). Transformative teaching experiments through conjecture-driven research design. In A. E. Kelly & R. A. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 231–266). Mahwah, NJ: Erlbaum.
- Franke, M. L., Carpenter, T. P., Fennema, E., Ansell, E., & Behrend, J. (1998). Understanding teachers’ self-sustaining, generative change in the context of professional development. International Journal of Teaching and Teacher Education, 14, 67–80. doi:10.1016/S0742-051X(97)00061-9
- Franke, M. L., Carpenter, T. P., 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. doi:10.3102/00028312038003653
- Horn, I. S., Kane, B. D., & Wilson, J. (2015). Making sense of student performance data: Data use logics and mathematics teachers’ learning opportunities. American Educational Research Journal, 52(2), 208–242. doi:10.3102/0002831215573773
- Jennings, J. (2012). The effects of accountability system design on teachers’ use of test score data. Teachers College Record, 114(11), 1–23.
- Lehrer, R., & Schauble, L. (2015). Learning progressions: The whole world is NOT a stage. Science Education, 99(3), 432–437. doi:10.1002/sce.2015.99.issue-3
- McLaughlin, M. W., & Talbert, J. E. (2001). Professional communities and the work of high school teaching. Chicago, IL: University of Chicago Press.
- Penuel, W. R., Confrey, J., Maloney, A., & Rupp, A. A. (2014). Design decisions in developing learning trajectories–based assessments in mathematics: A case study. Journal of the Learning Sciences, 23(1), 47–95. doi:10.1080/10508406.2013.866118
- Shea, N. A., & Duncan, R. G. (2013). From theory to data: The process of refining learning progressions. Journal of the Learning Sciences, 22(1), 7–32. doi:10.1080/10508406.2012.691924
- Smith, C. L., Wiser, M., Anderson, C. W., & Krajcik, J. (2006). Implications of research on children’s learning for standards and assessment: A proposed learning progression for matter and the atomic-molecular theory. Measurement: Interdisciplinary Research & Perspective, 4(1 & 2), 1–98.
- Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613–629. doi:10.1037/0003-066X.52.6.613
- Steffe, L. P., & Thompson, P. W. (2000). Teaching experiment methodology: Underlying principles and essential elements. In A. E. Kelly & R. A. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 267–307). Mahwah, NJ: Erlbaum.