The Teaching Gap.

By S. Feldman. 2004

1,036 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/69c71713cf4bf37ab2420d1bb15c0ddb52632a1e

How researchers see this paper

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

1. Joan Garfield
2. K. Cheung
3. A. Leavy
4. Jon Star
5. C. Schau
6. V. Mesa
7. Edward A. Silver
8. Jo Boaler

Citations in the corpus

• Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies (2021, unknown): “…54 Multiple- subjects/ elementary 52 weeks (occasional support) Chizhik et al. (2017) USA Supervision & others/digital Lesson study by e.g., Stigler & Hiebert (1999) Q-ex, Po Planning & instruction 60 Multiple- subjects/ elementary 52 weeks (occasional meetings) Giebelhaus & Bowman…”
• First Courses in Statistical Science: The Status of Educational Reform Efforts (2002, methodology): “We should also look to the technique of “lesson study,” identified in the Third International Mathematics and Science Study, as an important contributor to Japanese students’ success in mathematics (Stigler and Hiebert, 1999) .”
• Supporting Preservice Teachers' Understanding of Place Value and Multidigit Arithmetic (2003, unknown): “…Fennema, Carpenter, Franke, Levi, Jacobs, & Empson, 1996; Grossman, 1990; Grossman, Wilson, & Schulman, 1989; Lampert, 1990; Ma, 1999; Morse, 2000; National Research Council, 2001; Schifter, 1990, 1995; Shulman, 1986; Simon, 1995, 2000; Stein, Baxter, & Leinhardt, 1990; Stigler & Hiebert, 1999).”
• THE CHALLENGE OF PREPARING PRESERVICE TEACHERS TO TEACH INFORMAL INFERENTIAL REASONING (2010, methodology): “The introduction to Lesson Study involved the presentation of an overview of the process, the study and critique of seminal readings relating to lesson study (e.g., Fernandez & Yoshida, 2004; Lewis & Tsuchida, 1998; Stigler & Hiebert, 1999) and structured discussions arising from these components.”
• CONCEPTUAL ANALYSIS OF MATHEMATICAL IDEAS: SOME SPADEWORK AT THE FOUNDATION OF MATHEMATICS EDUCATION 1 (2008, background): “The second observation is that, in the United States, the vast majority of school students rarely experience a significant mathematical idea and certainly rarely experience reasoning with ideas (Stigler, Gonzales, Kawanaka, Knoll, & Serrano, 1999; Stigler & Hiebert, 1999).”
• Teacher education and development study in mathematics (TEDS-M) : policy, practice, and readiness to teach primary and secondary mathematics : conceptual framework. (2008, unknown): “For example, the word “pedagogy” has a wide array of meanings, ranging from a narrow technical focus on teaching technique (as used in the United States) to a broad concern with everything that happens in the classroom, including its moral and philosophical underpinnings (Hamilton & McWilliam, 2001)”