Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others

By Colleen M. Fairbanks, Gerald G. Duffy, B. Faircloth, Ye He, Barbara B. Levin, J. Rohr, Catherine C. Stein. 2010

312 citations recorded by the source corpus.

How researchers see this paper

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Metacognition in Language Learning and Teaching (2018, background): “Tarricone (2011) states, for instance, that metacognition is fundamental to learning, whereas Fairbanks et al. (2010) and Hattie (2012) hold that teachers involved in metacognition are better able to support their own and their students’ development.”
Beginning student teachers’ teacher identities based on their practical theories (2014, background): “Fairbanks et al. (2010) also, connects practical theory to the concept of identity.”
Prospective teachers development of adaptive expertise (2015, background): “Mediated by personal histories, beliefs and everyday practice theories (Fairbanks et al., 2010), we take heart that these two PTs both moved along developmental trajectories towards ‘baby’ adaptive expertise (Hatano&Oura, 2003).”
Differentiated Literacy Instruction: Boondoggle or Best Practice? (2020, background): “Another name for interactional differentiation is adaptive instruction, which has a substantial history in education (e.g., Fairbanks et al., 2010; Parsons, 2012; Vaughn, 2015).”
Identity formation in educational settings: A critical focus for education in the 21st century (2012, result): “Similar views have been expressed in relation to other professional education domains—including teacher education (Fairbanks et al., 2011).”