Characterizing productive reflection among preservice elementary teachers: Seeing what matters

By Elizabeth A. Davis. 2006

340 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/6214be32b1c8e8c12f7d625e2f9aeb33f01f5864

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Citations in the corpus

Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking (2015, methodology): “…Zannoni, & Stigler, 2007; Star & Strickland, 2008; van Es & Sherin, 2002, 2008), there is consensus that these skills are leveraged in concert by teachers to make sense of classroom interactions and student learning (Davis, 2006; Dewey, 1933; Mason, 2011; Schön, 1983; Zeichner & Liston, 1996).”
Studying the Impact of the Lesson Analysis Framework on Preservice Teachers’ Abilities to Reflect on Videos of Classroom Teaching (2010, background): “Thus, their analyses were more productive in that they integrated multiple aspects of teaching (i.e., instruction, student learning, assessment, and content; Davis, 2006).”
Preservice Teachers’ Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning (2015, background): “Second, our findings provide support for teacher preparation experiences like those included in the LMT course and other studies (Davis, 2006; Santagata & Angelici, 2010) that combine instruction on systematic analysis and pedagogy.”
Prospective middle school mathematics teachers’ reflective thinking skills: descriptions of their students’ thinking and interpretations of their teaching (2009, background): “Differentiating between students is a social justice concern in which teachers strive to reach all learners (Davis 2006).”
Beginning teachers moving toward effective elementary science teaching (2009, methodology): “Their reason, however, was different from that of science education researchers: they wanted to promote student interest, not engage students in authentic scientific activity (Davis, 2006b).”
Teacher professional development as a means of transforming student classroom talk (2016, background): “The importance of reflection in teacher education is universally acknowledged (see e.g., Davis, 2006; Korthagen et al. 2001; Lane, McMaster, Adnum, & Cavanagh, 2014; Postholm, 2008).”