Teacher Learning in the Context of a Video Club.

By Miriam Gamoran Sherin, Sandra Y. Han. 2004

735 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d556ea9e4019481818398a2b1af7bcbee4d5019c

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In Education

Citations in the corpus

Teachers’ Analyses of Classroom Video Predict Student Learning of Mathematics: Further Explorations of a Novel Measure of Teacher Knowledge (2010, background): “Many recent teacher learning programs include a video analysis component, enabling teachers to practice these kinds of skills (Hiebert, Morris, Berk, & Jansen, 2007; Santagata, Zannoni, & Stigler, 2007; Sherin & Han, 2004; van Es, 2003; van Es & Sherin, 2002).”
Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science (2015, background): “Furthermore, the positive comparison of the DVC with the CG suggests that the TPD programme may be a more powerful and effective form of professional development (Borko et al., 2008; Sherin & Han, 2004) than traditional workshops.”
Professional Noticing of Children's Mathematical Thinking. (2010, background): “Sherin and van Es have offered the most extensive work on noticing in mathematics education (Sherin, 2001, 2007; Sherin & Han, 2004; Sherin & van Es, 2005, 2009; van Es & Sherin, 2002, 2006, 2008; van Es, in press).”
Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept (2020, positive): “A key element of more effective noticing is being able to shift perspective from the teacher’s actions to the students (Sherin and Han 2004).”
Learning to observe: using video to improve preservice mathematics teachers’ ability to notice (2008, background): “Numerous researchers have found that viewing video has the potential to focus preservice and inservice teachers’ attention on aspects of teaching and learning, particularly the work of Sherin (e.g., Sherin and Han 2004).”
Supporting Student Self-Regulated Learning in Problem-and Project-Based Learning. (2013, positive): “Lesson study (Lewis, 2002) and video clubs (Sherin & Han, 2004), along with coaching are examples of professional development models that would be appropriate means of furthering teachers' knowledge and skills of how to develop student SRL skills.”
Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study (2016, background): “Finally, teachers Reflect on Enactment by exploring examples of student work, watching videotaped enactment of the formative assessment, and reflecting on what students learned (Sherin and Han 2002), as well as how to improve the formative assessment tasks and their accompanying classroom practices ”
Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers (2008, background): “Additionally, teachers can develop more sophisticated ways of examining student ideas (Richardson, 1999; Sherin, 2004) and learn to offer explanations of student comments that may not initially be clear ( Sherin & Han, 2004 ).”
Content-Focused Coaching: Five Key Practices (2016, background): “In this regard, a professional vision for coaching builds on but is distinct from what Sherin and Han (2004) termed a “professional vision” for teaching (p. 179).”
Assessing students' understanding of inquiry: What do prospective science teachers notice? (2013, background): “Results from these types of studies suggest that teachers’ attention tends to be more focused on issues of classroom organization and instruction than on student thinking about the content under discussion (Sherin & Han, 2004).”