Bridging Practices

By Deborah Loewenberg Ball. 2000

546 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/dc1ea6d4ae5a30d8c5c14c35fcd51197186b8a51

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In Education

Citations in the corpus

Preschool Teachers’ Sensitivity to Mathematics in Children’s Play: The Influence of Math-Related School Experiences, Emotional Attitudes, and Pedagogical Beliefs (2015, background): “In contrast, PCK includes the “how” of teaching, generally acquired through education coursework and experiences in schools (Ball, 2000).”
Teachers’ Analyses of Classroom Video Predict Student Learning of Mathematics: Further Explorations of a Novel Measure of Teacher Knowledge (2010, background): “Consequently, this new approach seeks to understand which kinds of knowledge teachers activate and are able to apply during instruction, specifically the ability to reason, judge, weigh alternatives, reflect, and decide how to act (Ball, 2000; Clark & Yinger, 1978; Schoenfeld, in press).”
Five research-based heuristics for using video in pre-service teacher education (2013, background): “Grounding pre-service teacher learning in practice requires developing approaches that help pre-service teachers to learn in a contextualized way (Ball, 2000).”
Formal and Informal Mentoring (2014, background): “…with research that shows such a match on contentarea expertise is related to the quality and outcomes of mentoring (Lopez, Lash, Schaffner, Shields, & Wagner, 2004; Villar & Strong, 2007) and is necessary for fostering productive interactions and teachers’ instructional growth (e.g., Ball, 2000).”
Using Video Clips of Mathematics Classroom Instruction as Item Prompts to Measure Teachers' Knowledge of Teaching Mathematics (2008, background): “Pedagogical content knowledge refers to a teacher’s knowledge of subject matter content in ways that are useful for teaching (Ball, 2000).”
Taken-as-shared: a review of common assumptions about mathematical tasks in teacher education (2007, background): “Ball 2000; Brousseau 1984; Davis and Simmt 2006; Freudenthal 1973; Mason et al. 1988; Rowland et al. 1998).”
The role of lesson analysis in pre-service teacher education: an empirical investigation of teacher learning from a virtual video-based field experience (2007, background): “As expectations for student learning rise, teacher preparation programs face the challenge of developing preservice teachers’ conceptual understanding of the subject matter they teach and knowledge of how students understand that subject matter (Ball & Cohen, 1999; Ball, 2000; Hiebert, Gallimore, ”
Assessing Teacher Candidates' General Pedagogical/Psychological Knowledge: Test Construction and Validation. (2011, result): “This result is in line with the idea that general PPK and pure content knowledge together lay the foundation for pedagogical content knowledge, intertwining both aspects (Ball, 2000; Ball, Lubienski, & Mewborn, 2001; Grossman, 1990).”