Developing Pedagogies in Teacher Education to Support Novice Teachers' Ability to Enact Ambitious Instruction
By E. Kazemi, M. Franke, M. Lampert. 2009
246 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/37b54aae3befea57c66d2f2c140ff1b5900df46b
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- David M. Hammer
- Susan B. Empson
- Janet Coffey
- D. Levin
- Lynn Goldsmith
- Jessica Tunney
- Terrence Grant
- A. Garrison
Citations in the corpus
- A Framework for the Facilitation of Teachers’ Analysis of Video (2014, background): “Mathematics education research has made important progress in identifying high-leverage practices for orchestrating productive mathematics discussions (Kazemi et al., 2009; Stein et al., 2008).”
- Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves (2016, background): “In this article, we focus on identifying components of practice that support a particular vision of teaching, one that is centered on and responsive to children’s mathematical thinking (Ball et al. 2001; Bobis et al. 2005; Kazemi et al. 2009).”
- Exploring Relationships Between Setting Up Complex Tasks and Opportunities to Learn in Concluding Whole-Class Discussions in Middle-Grades Mathematics Instruction (2013, background): “1 Franke, Kazemi, and colleagues (Franke, 2006; Kazemi et al., 2009) have identified the practice of “problem posing” as critical for supporting all students’ learning in elementary mathematics teaching.”
- Content-Focused Coaching: Five Key Practices (2016, background): “Ambitious teaching requires teachers to build on students’ reasoning as they solve challenging tasks and hold them accountable to learning goals (Kazemi et al., 2009).”
- The missing disciplinary substance of formative assessment (2011, background): “Recent work in science and math teacher education (Coffey, Edwards & Finkelstein, 2010; Kazemi et al., 2009; Levin, Hammer, & Coffey, 2009; Levin & Richards, 2010; Singer-Gabella et al., 2009; Windschitl, Thompson, & Braaten, 2011), has presented evidence of novice teachers’ attention to student thi”