Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards

By Carrie D. Allen, William R. Penuel. 2015

316 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/3d0422bd2e6bc907a47737a759a82bda718f67c6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. María González‐Howard
2. Suzanna Loper
3. Rebecca Katsh-Singer
4. Katherine L. McNeill
5. Deanna Kuhn
6. Andy Cavagnetto
7. Eve Manz

In Education

1. María González‐Howard
2. Suzanna Loper
3. Rebecca Katsh-Singer
4. Chrystalla Mouza
5. Katherine L. McNeill
6. Deanna Kuhn
7. Andy Cavagnetto
8. Eve Manz

In Information Systems and Management

1. Katherine L. McNeill

Citations in the corpus

• Professional development design considerations in climate change education: teacher enactment and student learning (2018, background): “Teachers engage in PD in ways that cohere with their own experience, the norms and expectations of their school, and in conversation with curricular concepts (Allen & Penuel, 2015).”
• Factors impacting teachers' argumentation instruction in their science classrooms (2016, background): “A lack of coherence in the education system around new reform efforts can undermine substantial instructional change (Allen & Penuel, 2015).”