What Is High-Quality Instruction?.

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Prospective teachers’ learning to provide instructional explanations: how does it look and what might it take? (2011, background): “Delivering good instructional explanations is also important for student learning as suggested by studies showing that incoherent, incomplete or unclear teacher explanations can interfere with student learning (e.g., Borko et al. 1992; Weiss and Parsley 2004).”
Examining the effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom: An action research study (2013, background): “As dictated in Chapter 4 and the discussions in this chapter, the students responded favorably to the flipped model of instruction classroom and its ability to allow students to “interact purposefully with the content” (Weiss & Pasley, 2004, p. 25).”
A Framework for Analyzing Cognitive Demand and Content-Practices Integration: Task Analysis Guide in Science (2015, background): “…in the blank’’ questions with a focus on getting the right answer rather than helping students to make sense of the content (Hofstein & Lunetta, 2004; Weiss & Pasley, 2004); classroom practices rely on rote memorization rather than understanding, logical reasoning, and the processes of science…”