Keeping It Complex

By M. Lampert, M. Franke, E. Kazemi, Hala Ghousseini, Angela C. Turrou, Heather L. Beasley, Adrian Cunard, Kathleen Crowe. 2013

502 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/becf8eaaf9e69224fc87f068d191de156691aaa0

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In Developmental and Educational Psychology

In Education

In Information Systems and Management

Citations in the corpus

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,…”
Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates (2018, background): “Each practice has intellectual roots that cross the core content areas (e.g., Kavanagh & Rainey, in press; Kazemi & Cunard, 2016; Lampert et al., 2013); our intent is to illustrate what such practices look like in the context of historical discussions and to highlight important features of history…”
Teacher moves for supporting student reasoning (2018, background): “…moves correspond to moves such as re-voicing or asking students to re-voice (Forman et al. 1998; Herbel-Eisenmann et al. 2013; Lampert and Cobb 2003), guiding by following (Staples 2007), responding to student errors (Lampert et al. 2013), and representing (Lampert et al. 2013; Staples 2007).”
Prospective teachers development of adaptive expertise (2015, methodology): “Curriculum reforms are typically organized around a set of core teaching practices (Forzani, 2014; Reid, 2011), a set of normative principles to guide teachers' judgement in the use of these practices, and the knowledge needed to teach discipline content (Lampert et al., 2013).”
The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning (2020, methodology): “The PBL approach also encourages students to engage in authentic works and tasks profoundly and actively (Lampert et al., 2013) and to find novel solutions that utilize more resources more broadly as well as knowledge sharing, collaboration, and SEL (Gómez-Pablos et al., 2017; Lampert, 2010).”