Seeing Student Learning: Teacher Change and the Role of Reflection. Voices inside Schools.

By Carol Rodgers. 2002

235 citations recorded by the source corpus.

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Citations in the corpus

The Methodology of Self-Study and Its Theoretical Underpinnings (2004, background): “…can go both ways, that is, students can not only espouse verbally theories they do not exhibit in practice, they can also engage in practices they do not theoretically support, we attempt to employ curriculum that will ‘‘reveal learning rather than just answers’’ (Rodgers, 2002, p. 232).”
Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking (2015, background): “…analysis and responding without sophisticated attention suggests that time spent teaching pre-service teachers how to attend to student ideas may be a critical prerequisite skill for more integrated, disciplined, and effective reflection proposed by research (Hiebert et al., 2007; Rodgers, 2002b).”
Presence in teaching (2006, methodology): “As suggested by Greene (1973), Tremmel (1993) and Rud (1995), a key aspect of presence is being present to oneself.”
Professional vision in action: An exploratory study (2008, background): “Issues in Teacher Education for teaching in general (e.g. Berliner, 1994; Rodgers, 2002), and more specifically for the teaching of mathematics today (Ball, & Cohen, 1999; Chamberlin, 2005).”
The influence of video clubs on teachers’ thinking and practice (2010, background): “453) and learning to carefully listen to what students actually say (Rodgers 2002).”
Articulating Design Principles for Productive Use of Video in Preservice Education (2018, background): “Researchers characterize the productive talk as critical or analytic—speech that is highly descriptive and interpretive and withholds oversimplified judgments, is rooted in data, and affords consideration of multiple points of view (Rodgers, 2002; Timperley, 2008).”
Mathematics teachers' "learning to notice" in the context of a video club (2008, methodology): “For example, Rodgers (2002) describes a framework for reflection, the ‘‘reflective cycle’’ consisting of several stages.”
Prospective middle school mathematics teachers’ reflective thinking skills: descriptions of their students’ thinking and interpretations of their teaching (2009, background): “…question is to support the development of reflection-on-action, a deliberate process of looking back at problematic events and actions, analyzing them, and making decisions (Schön 1987), particularly because, according to Rodgers (2002), reflection-on-action is practice for reflection-inaction.”
Understanding teacher identity: an overview of issues in the literature and implications for teacher education (2009, background): “The role of reflection in teacher development has been acknowledged for some time (see Larrivée, 2000; Korthagen, Kessels, Koster, Lagerwerf, & Wubbels, 2001; Rodgers, 2002).”
Reflecting on an ideal: student teachers envision a future identity (2010, background): “…2010; Fook, 2010), and a deeper focus on ‘productive reflection’ within work contexts leading to ongoing learning (Boud, Cressey, & Docherty, 2006), clearly reflection continues to be regarded as essential to the development of quality teaching (Rodgers, 2002; Zeichner & Liston, 1996; Jay, 2003).”
Portfolio assessment and reflection: enhancing learning through effective practice (2005, background): “Just as it is critical for teachers to share a common language about teaching and learning (Rodgers, 2002), so it is vital for teachers and their students to develop reflections from common understandings and vocabulary regarding required tasks.”
Professional Noticing of Children's Mathematical Thinking. (2010, result): “These results are consistent with other studies that have underscored the importance and challenge of description (Blythe et al., 1999; Rodgers, 2002), especially”
Student-centred inquiry as curriculum as a model for field-based teacher education (2013, background): “As Rodgers (2002) has demonstrated, this work is possible when structures for learning are in place.”
How Different Video Club Designs Support Teachers in “Learning to Notice” (2006, background): “Similarly, Rodgers (2002b) and Frederiksen (1992) describe the importance of teachers being able to select those classroom interactions that they consider noteworthy and to then ascribe meaning to such events.”