The Implications of Coteaching/Cogenerative Dialogue for Teacher Evaluation: Learning from Multiple Perspectives of Everyday Practice

By Wolff‐Michael Roth, Kenneth Tobin. 2001

96 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/fd517ee88cde32349cedbcd9a7ca5145d0c21012

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Kendall Hartley
2. Kent J. Crippen
3. Gregory Schraw
4. Bracha Kramarski
5. Emily R Lai
6. Billie Eilam
7. Erika A. Patall
8. Ivar Bråten

In Education

1. Kendall Hartley
2. Kent J. Crippen
3. Gregory Schraw
4. Emily R Lai
5. Bracha Kramarski
6. Billie Eilam
7. Erika A. Patall
8. E. Michael Nussbaum

Citations in the corpus

• Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006, background): “In general, there is growing consensus that students and teachers differ with respect to epistemological world views, and that different world views shape instruction and student learning in different ways (Roth & Tobin, 2001; Schraw & Olafson, 2002; Tsai, 2002).”