K. Jackson

Education · with Cobb · 2005–2018

A researcher in the Science corpus: 7 papers; trusts 13 researchers and is trusted by 2 researchers here, as inferred from the citation graph.

Subfields

• Education — 50 citations into it; #7,433 of 11,309 by trust here, #8,269 by citations
• Statistics and Probability — 15 citations into it; #10,199 of 12,932 by trust here, #10,275 by citations
• Sociology and Political Science — 12 citations into it

Whom K. Jackson trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. A. Wilhelm
2. James P. Spillane
3. S. Merriam
4. K. Gwet
5. Charles Munter
6. Paul Cobb
7. M. Lampert
8. H. Hill
9. John L. Campbell
10. Linda Darling-Hammond

Who trusts K. Jackson overall

1. M. Suizzo
2. Lynsey K. Gibbons
3. Shelley V. Goldman
4. J. Aguirre
5. H. Bower

Papers from K. Jackson's perspective

Ordered by how strongly the researchers K. Jackson trusts endorse each paper. Same corpus, a different order for every researcher.

1. Situated Learning: Legitimate Peripheral Participation
2. Teaching Problems and the Problems of Teaching
3. Capturing Teachers’ Generative Change: A Follow-Up Study of Professional Development in Mathematics
4. Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study
5. Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers’ Workplace Interactions
6. Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
7. Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning (The Elementary school journal)
8. Teachers' orientations toward mathematics curriculum materials: Implications for teacher learning
9. Teachers' beliefs and practices related to mathematics instruction
10. Learning Teaching in, from, and for Practice: What Do We Mean?

Their papers

• Assessing the Quality of the Common Core State Standards for Mathematics (2011) — 86 citations
• Articulating the “How,” the “For What,” the “For Whom,” and the “With Whom” in Concert: A Call to Broaden the Benchmarks of our Scholarship (2018) — 123 citations
• Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (2018) — 115 citations
• Examining Relations between Teachers’ Explanations of Sources of Students’ Difficulty in Mathematics and Students’ Opportunities to Learn (2017) — 48 citations
• Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform (2017) — 85 citations
• Design Research with Educational Systems: Investigating and Supporting Improvements in the Quality of Mathematics Teaching and Learning at Scale (2013) — 62 citations
• Rethinking Parent Involvement: African American Mothers Construct their Roles in the Mathematics Education of their Children (2005) — 131 citations