Identifying Teacher Expertise: An Examination of Researchers' Decision Making

By D. Palmer, Laura M. Stough, Thomas K. Burdenski, Jr., Maricela Gonzales. 2005

282 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2034c0363bad85339670e2634e0984638a5e9628

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Citations in the corpus

Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (2013, background): “The empirical fi ndings from expertise research provide important points of orientation that have been complemented by fi ndings from instructional research (see Berliner 2001 ; Palmer et al. 2005 ).”
Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level. (2007, background): “Furthermore, many of the characteristics used to differentiate expert from novice teachers have been tied to greater teacher effectiveness (Palmer et al., 2005).”
Do teachers’ years of experience make a difference in the quality of teaching? (2020, background): “Adding further confusion, are studies that catego-rise teachers as “ novice/expert ” or “ beginner/experienced ” without specifying the number of years that constitute these experience categories (Palmer, Stough, Burdenski, & Gonzales, 2005).”
Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity (2007, background): “However, see Palmer, Stough, Burdenski, and Gonzales (2005) for an extensive discussion of alternative conceptions of teacher expertise.”
Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs (2008, background): “These relationships between knowledge and beliefs nicely fit into the desirable ‘‘profile’’ (Sternberg and Horvarth, 1995) of an ‘‘expert teacher’’ ( Palmer, Stough, Burdenski, & Gonzales, 2005 ).”
Keeping an Eye on Learning (2015, background): “In accordance with recommended guidelines for identifying expert teachers, experts participating in this study met the basic screening requirements (Palmer et al., 2005).”
Changes in professional vision in the context of practice (2013, background): “experts are able to notice critical classroom situations and to draw on their conceptual knowledge to reason about these situations (palmer et al. 2005).”
Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis (2020, unknown): “Following the suggestion by Palmer et al. (2005), it was decided that the criteria for identifying experts and novices were as follows: respondents were classified as novice teachers if they had five years or less experience of working as a teacher (N = 114) while all others with more than five…”