"The having of wonderful ideas" and other essays on teaching and learning

By E. Duckworth. 2006

480 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/85d3940bebd41904a7e2c19c1795afc39109f525

How researchers see this paper

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

Citations in the corpus

Scholarship, Research, and Creative Work at Bryn Mawr College Scholarship, Research, and Creative Work at Bryn Mawr College (methodology): “To further investigate the topography of the mounds, and to highlight areas that may be worthy of excavation, the entire main mounded area was surveyed three-dimensionally in 1998, using a Sokkia Set 5A Total Station and SDR 31 data log-ger.”
Promoting Skills for Innovation in Higher Education: A Literature Review on the Effectiveness of Problem-based Learning and of Teaching Behaviours (2014, background): “…student achievement (e.g. Hmelo-Silver, Duncan and Chinn, 2007; Kirschner, Sweller and Clark, 2006; Mayer, 2004)3: • People learn – understand – best when they can discover and construct knowledge for themselves in an unguided or minimally guided environment (e.g. Bruner, 1961; Duckworth, 2006).”
Reframing one's teaching: Discovering our teacher selves through reflection and inquiry (2006, background): “Like the MET program, many teacher education programs stress processes that foster reflective capabilities of observation, analysis, interpretation, and decisionmaking (Duckworth, 1987; Richardson, 1989; Zeichner & Liston, 1987).”
Engaging in Science: A Feeling for the Discipline (2016, background): “…2007; Pintrich, 2003) on the role of autonomy and competence in generating student interest as well as accounts on disciplinary learning of students’ epistemic agency (Scardamalia, 2000, 2002) and their “having of wonderful ideas” (Duckworth, 2006) as centrally important for science education.”
The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms (2013, background): “While some researchers advocate that teachers should know common student misconceptions for the topics that they teach (Carlsen, 1999; Loughran, Berry, & Mulhall, 2006), others advocate that teachers should develop interviewing skills (Duckworth, 1987) or tests (Treagust, 1986) to reveal student pre”
Theories of Learning and Teaching What Do They Mean for Educators (2006, background): “Teaching as Inquiry If students are to serve as resources and teachers are to enhance their professional knowledge constantly, then teaching requires much more inquiry (Duckworth 1987; Lampert 1985, 1990, 2001).”
Elements of Teachers' Pedagogical Knowledge Regarding Instruction of Higher Order Thinking (2004, methodology): “Thus, according to the meaning of a constructivist theory of learning used in the present study, the teacher’s role was to develop his or her students as learners who are able to construct their own conceptual structures (Duckworth, 1996; Duit & Treagust, 1998; Tobin, 1993; Von Glaserfeld, 1995).”
Depth versus Breadth: How Content Coverage in High School Science Courses Relates to Later Success in College Science Coursework. (2009, background): “These “misconceptions” or “alternative conceptions” have been uncovered using several research techniques, but qualitative interviews, traceable to Piaget, have proven highly productive (Duckworth, 1987; Osborne & Gilbert, 1980).”
The relationship between patterns of classroom discourse and mathematics learning (2008, background): “When a teacher or classmate values what you have to say and thinks your ideas are valuable (communicated via high levels of responsiveness) you learn to respect your own thinking and believe you have “wonderful ideas” (Duckworth, 1996).”
Making Sense of the Links: Professional Development, Teacher Practices, and Student Achievement (2009, background): “In addition, other researchers and educators feel even more strongly that standardized tests should be a small element of a good learning assessment program but that narrowly focusing on test scores will only stunt the very creativity necessary to success in the global economy (Duckworth, 1987; Zhao”
Observable indicators of flow experience: a developmental perspective on musical engagement in young children from infancy to school age (2005, background): “Neo-Piagetians such as Duckworth ( 1996 ) have focused on children's problem-finding behaviors, as children seek personally relevant engagement with a task that holds their interest, provides immediate feedback, and is malleable to their actions-as-solutions.”
Ideational code‐switching: Walking the talk about supporting student creativity in the classroom (2007, background): “Even if students come to discover that their ideas are based on misconceptions or inaccuracies, having the opportunity to explore their ideas will ultimately serve to develop a more meaningful and robust understanding of the concept or topic (Duckworth, 1996).”
Preparing the Next Generation of Science Teacher Educators: A Model for Developing PCK for Teaching Science Teachers (2009, background): “While the descriptions these authors provided were clear to me for teaching elementary science, I wondered about the topic of questioning with preservice teachers—what should my goals be, where in the curriculum might this topic be most effective, what topics should come before, and what would logic”