Teaching, Rather Than Teachers, As a Path Toward Improving Classroom Instruction

By James Hiebert, Anne K. Morris. 2012

237 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/9b336e9d8f71f020c74feea1dcb3367c9993cf87

How researchers see this paper

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

In Education

1. Jennifer W. Sun
2. Elizabeth A. van Es
3. L. Orland-Barak
4. Anne K. Morris
5. James Hiebert
6. Brad Fogo
7. S. Kavanagh
8. Chauncey Monte-Sano

In Information Systems and Management

1. Anne K. Morris
2. James Hiebert

Citations in the corpus

• Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates (2018, background): “The turn to practice in teacher education is motivated by the argument that improving instruction requires shifting our focus from improving teachers (i.e., their characteristics, beliefs, and knowledge bases) to improving the practice of teaching (Hiebert & Morris, 2012).”
• An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice (2015, background): “Other researchers propose an alternative approach—one centered on making evidence-based claims about the causal relationship between teaching and learning (Hiebert & Morris, 2012; Santagata, Zannoni, & Stigler, 2007).”
• Effects of Teacher Preparation Courses: Do Graduates Use What They Learned to Plan Mathematics Lessons? (2017, background): “As in many professional fields (March, 2002), transferring specialized knowledge (e.g., SCK) from the laboratory (e.g., teacher preparation programs) to the field (e.g., classrooms) can be especially challenging because the contexts are different (Hiebert & Morris, 2012).”
• Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “Second, meaningful teacher learning occurs through preservice teachers’ apprenticeship of observation of others’ teaching and reflection in and on their own practices (Hiebert et al., 2002; Hiebert & Morris, 2012).”