Ambitious Pedagogy by Novice Teachers: Who Benefits from Tool-Supported Collaborative Inquiry into Practice and Why?

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Creating Opportunities for Students to Show What They Know: The Role of Scaffolding in Assessment Tasks - eScholarship (2014, methodology): “The teachers participated in three sessions of collegial analyses of student work artifacts, facilitated by the university research team during their first year of teaching (for details, see Thompson et al., 2009; Windschitl et al., 2011).”
Developing a Theory of Ambitious Early-Career Teacher Practice (2013, background): “During this time, we provided three collaborative work sessions in which novice teachers analyzed pupils’ work to identify patterns of student learning (Windschitl et al., 2011).”
Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform (2017, background): “First, as illustrated in our discussion of Coburn (2006), Horn (2007), Windschitl et al. (2011), and Bannister (2015), framing problems of practice is an inherently social process (see also Snow & Benford, 1992).”