Teacher Learning in Mathematics: Using Student Work to Promote Collective Inquiry

By E. Kazemi, M. Franke. 2004

484 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/974f9bedd231190606d6155b7d810d5f78a11d8b

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Participants' Roles in the Context of a Video Club (2009, background): “Prior research on the nature of teacher participation in professional development informed the ways teachers might participate in a setting such as the video club (Franke & Kazemi, 2001; Kazemi & Franke, 2004; Little, 2003).”
Differential effects of three professional development models on teacher knowledge and student achievement in elementary science (2012, background): “…to assess student thinking can learn to use evidence from their students' work to revise their teaching strategies, and student performance can improve as a result (Aschbacher & Alonzo, 2006; Gearhart et al., 2006; Gerard, Spitulnik, & Linn, 2010; Kazemi & Franke, 2004; Ruiz-Primo & Furtak, 2007).”
Tracing the Effects of Teacher Inquiry on Classroom Practice. (2010, background): “…inquiry (Fernandez et al., 2003, p. 173), the obstacles encountered when engaging teachers in inquiry (Campbell, 2003), and the artefacts and tools (e.g., examining student work) that might be most helpful in facilitating inquiry and reflective analysis (Crockett, 2004; Kazemi & Franke, 2004).”
Learning on the Job: A Situated Account of Teacher Learning in High School Mathematics Departments (2005, background): “To address these issues many researchers have created materials and professional development activities designed explicitly to support teacher learning and researched its impact and effects (Carpenter, Fennema, & Franke,1996; Grossman, Wineburg, & Woolworth, 2000; Kazemi & Franke, 2004 ).”
More than just a group: teacher collaboration and learning in the workplace (2007, unknown): “, 1998 ; Franke & Kazemi, 2001 ; Kazemi & Franke, 2004 ).”
A Framework for the Initiation of Networked Improvement Communities (2017, background): “A critical feature of network initiation that is noted in the public administration literature is the importance of a lead entity that coordinates the process of initiation.”
Teachers’ motivation to learn: implications for supporting professional growth (2018, background): “…2005, Doerr and English 2006, Cohen and Hill 2008, Heck et al. 2008), influence of students’ learning on teaching (for example, Jaberg et al. 2002, Kazemi and Franke 2004, Gillies and Khan 2009, Gillies and Haynes 2011), curriculum, development, enactment and implementation (for example,…”
Middle School Mathematics Teachers' Knowledge of Students' Understanding of Core Algebraic Concepts: Equal Sign and Variable (2007, background): “And indeed, such attention to teachers’ knowledge of student thinking is reflected in the work of a number of scholars (e.g., Ball & Cohen, 1999; Kazemi & Franke, 2004).”
The influence of video clubs on teachers’ thinking and practice (2010, background): “One approach that has received attention in research on teacher education and professional development involves the use of artifacts of practice, such as video or student work, to help teachers learn to observe and make sense of the complex practice of teaching (e.g., Kazemi and Franke 2004 ).”
Hearing Students: The Complexity of Understanding What they are Saying, Showing, and Doing (2005, background): “Several studies (Even & Wallach, 2004; Kazemi & Franke, 2004; Nicol, 1999) show teachers lack of understanding of students thinking and reasoning in mathematics, and difficulties in attending to the details of students strategies.”
Professional development focused on children's algebraic reasoning in elementary school (2007, background): “…student work from teachers’ own classrooms could be used effectively to structure teachers’ conversations about not only their existing practices but also possible ways to adapt their existing practices to better support the development of students’ mathematical thinking (Kazemi & Franke, 2004).”
Assessing students' understanding of inquiry: What do prospective science teachers notice? (2013, methodology): “This construct has also been useful in guiding the analysis of how teachers evaluate student work (Goldsmith & Seago, 2011; Kazemi & Franke, 2004).”