Funder
National Science Foundation
Spencer Foundation
Publisher
Springer Science and Business Media LLC
Subject
General Mathematics,Education
Reference65 articles.
1. Amador, J. M., Males, L. M., Earnest, D., & Dietiker, L. (2017). Curricular noticing: Theory on and practice of teachers’ curricular use. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 427–444). New York: Springer International Publishing.
2. Barnhart, T., & van Es, E. A. (2015). Learning to analyze teaching: Developing pre-service science teachers’ abilities to notice, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83–93.
3. Berliner, D. C. (1994). Expertise: The wonder of exemplary performances. In J. N. Mangiere & C. C. Block (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives (pp. 161–186). Orlando: Harcourt Brace.
4. Blömeke, S., Gustafsson, J., & Shavelson, R. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie, 223(1), 3–13.
5. Choy, B. H., Thomas, M. O. J., & Yoon, C. (2017). The FOCUS framework: Characterising productive noticing during lesson planning, delivery, and review. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 445–466). New York: Springer International Publishing.
Cited by
104 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献