Developing a Theory of Ambitious Early-Career Teacher Practice

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Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice (2017, background): “Informed by findings from previous (qualitative) research (e.g., Fennema et al. 1996; Thompson et al. 2013), we sought evidence to suggest that different teachers’ appropriations of pedagogical tools occurred at different rates and stages over this 4-year interval.”
What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey (2016, background): “For example, Thompson, Windschitl, and Braaten (2013) identify the following four sets of practices: selecting big ideas/models, working with students’ ideas, working with disciplinary ideas, and pressing for explanation.”
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice (2015, background): “…approximate the work of teaching, preservice teachers can learn to enact a core set of practices that will place them on a trajectory for achieving the vision of ambitious pedagogy (Ball, Sleep, Boerst, & Bass, 2009; Kazemi, Franke, & Lampert, 2009; Lampert et al., 2010; Thompson et al., 2013).”