What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning?

By Ralph T. Putnam, Hilda Borko. 2000

3,530 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/2432469263b291828b4f176adfdeb4431227871f

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Citations in the corpus

A closer look at teachers’ individual learning in collaborative settings (2007, background): “In collaborative settings they can exchange ideas or experiences, develop and discuss new materials, and receive feedback from colleagues (Putnam & Borko, 2000 ; Butler et al , 2004 ).”
Preservice Elementary Teachers' Critique of Instructional Materials for Science. (2006, background): “…et al., 1990; Krajcik et al., 2000; Linn & Hsi, 2000), teachers benefit from learning experiences grounded in the authentic work of teaching (Putnam & Borko, 2000), and critiquing and adapting instructional materials is one authentic task of teaching (Ben-Peretz, 1990; Bolin, 1987; Lloyd,…”
Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design (2017, background): “Providing a range of educative features and calling attention to how these features enable practice that may differ from the status quo is consistent with the field’s understanding of the nature of learning and the role of tools in supporting learning (e.g., Putnam & Borko, 2000).”
Improving online social presence through asynchronous video (2012, background): “…closeness to and belonging in a class community may help preservice teachers learn (Liu, Magjuka, Bonk, & Lee, 2006; Caspi & Blau, 2008; Rovai, 2002a) and develop a positive disposition toward effective technology integration (Beyerbach, Walsh, & Vannatta, 2001; Ertmer, 2005; Putnam & Borko, 2000).”
Teacher Research and the Problem of Practice (2009, background): “…& Russell, 2006; Lampert & Ball, 1999; Tabachnich & Zeichner, 1991), in teacher professional development (Ball & Cohen, 1999; Little, 2007; Putnam & Borko, 2000), as an integral aspect of lesson study (Hiebert, Gallimore, & Stigler, 2002), and in assessing the impact of education policy…”
International group for the psychology of mathematics education (2008, background): “Schifter, D. (1999). Reasoning about operations: Early algebraic thinking, grade K through 6.”
Scaffolding Critical Reflection in Online Discussions (2003, background): “…(Brookfield, 1995; Hatton & Smith, 1995; Loughran, 2002; Valli, 1992; Yost, Sentner, & Forlenza-Bailey, 2000), sociocultural learning theory (Putnam & Borko, 2000; Rogoff, 1990; Salomon & Perkins, 1998; Vygotsky, 1978), and computer-supported learning communities (Koschmann, 1996;…”
Integrating Assessment with Learning: What Will It Take to Make It Work? (2007, neutral): “…the National Staff Development Council (2001), appear to provide the most appropriate vehicle for this work (Borko, 1997, 2004; Borko, Mayfield, Marion, Flexer, & Cumbo, 1997; Elmore, 2002; Kazemi & Franke, 2003; McLaughlin & Talbert, 1993; Putnam & Borko, 2000; Sandoval, Deneroff, & Franke, 2002).”
Teaching and Learning 21st Century Skills (2012, neutral): “102 Borko & Putnam, 1997; Greeno, 1991; Hawley & Valli, 1999; Putnam & Borko, 2000.”
Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial (2019, background): “…professional development has moved from onetime workshops to professional learning opportunities that are practice-based, content-focused, collaborative, and offer ongoing support throughout the school year (e.g., Borko, 2004; Garet et al., 2001; Loucks-Horsley et al., 2010; Putnam & Borko, 2000).”
A conceptual framework for integrated STEM education (2016, background): “Situated STEM learning The authors would advocate most content in STEM can be grounded within the situated cognition theory (Brown et al. 1989; Lave and Wenger 1991; Putnam and Borko 2000).”