Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning

By M. Lampert, F. Graziani. The Elementary school journal, 2009

341 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9b92dc18fc9363497de233290a64bb2c66c882fb

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Developing a Theory of Ambitious Early-Career Teacher Practice (2013, background): “…focus on supporting student learning across ethnic, racial, class, and gender categories; fostering deep understanding of ideas and engagement in solving complex problems rather than the typical emphases on activities and procedural talk (Lampert & Graziani, 2009; Newmann & Associates, 1996).”
Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers’ Responsiveness to Students’ Ideas (2020, result): “However, our findings support a larger body of research on the power of designing highly scaffolded practice opportunities (Ericsson, 2002; Grossman et al., 2009; Lampert, Beasley, Ghousseini, Kazemi, & Franke, 2010; Lampert & Graziani, 2009).”
Uncovering the Skills That Preservice Teachers Bring to Teacher Education: The Practice of Eliciting a Student’s Thinking (2018, background): “…enactment” (Grossman et al., 2009), which include “approximations of practice” such as coached rehearsals (Kazemi, Ghousseini, Cunard, & Turrou, 2015; Lampert et al., 2013; Lampert & Graziani, 2009; Schutz, 2011) and teaching highly scaffolded minilessons or parts of lessons (Davis & Nelson, 2011).”
Teaching, Rather Than Teachers, As a Path Toward Improving Classroom Instruction (2012, background): “As teachers (and researchers) work together to study and improve annotated lesson plans from which they will teach, they have the opportunity to acquire new knowledge of content and pedagogy (Huang & Bao, 2006; Lampert & Graziani, 2009; Lewis & Tsuchida, 1998; Ma, 1999).”
Conceptualizing the Work of Leading Mathematical Tasks in Professional Development (2009, background): “A new step in Phase 2 of RMLL will provide all leaders with opportunities to facilitate their plans with a small group of RMLL leaders or with colleagues in leaders’ districts (cf. grossman et al., 2009; Lampert & graziani, 2009).”
The Work of Teaching and the Challenge for Teacher Education (2009, neutral): “In their study of a teacher education program that prepares teachers for an ambitious practice of language instruction, Lampert and Graziani (2009) identified 13 distinct instructional activities used by the teacher educators in the program, in a daily cycle of presentation–demonstration–scaffolded…”
Design Research with Educational Systems: Investigating and Supporting Improvements in the Quality of Mathematics Teaching and Learning at Scale (2013, background): “Organizational routines in which a more knowledgeable other scaffolds relative novices’ learning as they co-participate in activities that are close to practice is a potentially productive means of supporting the reorganization of practice (Grossman & McDonald, 2008; Lampert & Graziani, 2009).”
Content-Focused Coaching: Five Key Practices (2016, background): “The resulting view of high-quality instruction has been referred to as “ambitious teaching” (Lampert & Graziani, 2009, p. 492).”
Teaching and Learning About Whole Numbers in Primary School (2016, background): “Research on teachers’ thinking has made significant contributions to the development of teacher education (Clark and Lampert 1986; Lampert 1988; Lampert and Graziani 2009) and has the potential to support policy development in the future.”
The Role of Learning Goals in Building a Knowledge Base for Elementary Mathematics Teacher Education (2009, background): “…learning goals in tangible and shareable products, such as lesson plans (see Ball et al., 2009, in this issue; Hiebert & Morris, 2009, in this issue; Lampert & Graziani, 2009, in this issue), allows for the goals to become an object of discussion during instructional improvement activity.”
Learning Teaching in, from, and for Practice: What Do We Mean? (2010, background): “(For a further elaboration of this argument, see Lampert, Beasley, Ghousseini, Kazemi, & Franke, in press, and Lampert & Graziani, 2009).”
Preservice Teachers’ Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning (2015, background): “Current education reforms in the United States press teachers for ambitious teaching practices that attend closely to all students’ learning of important content (Lampert & Graziani, 2009; McDonald, Kazemi, & Kavanagh, 2013).”
Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “…teaching practices in their classrooms (Cochran-Smith & Lytle, 1999), which is seen as necessary for reconstructing effective teaching practices in different contexts (Lampert & Graziani, 2009) and for reforming teaching for social justice purposes (Achinstein & Athanases, 2005; Silva & Tom, 2001).”
Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School‐Based Inquiry Teams (2009, background): “In particular, we argue that teacher education is likely to benefit from closer links with school-based efforts to improve teaching (see also Lampert & Graziani, 2009, in this issue).”