Planning for Equitable Student Sensemaking: An Examination of Preservice Teachers’ Noticing of Elementary Science Lesson Plans-Reference-Cited by-同舟云学术

Planning for Equitable Student Sensemaking: An Examination of Preservice Teachers’ Noticing of Elementary Science Lesson Plans

Published:2024-05-23 Issue: Volume: Page:1-21
ISSN:1046-560X
Container-title:Journal of Science Teacher Education
language:en
Short-container-title:Journal of Science Teacher Education

Author:

Benedict-Chambers Amanda¹^ORCID,Sherwood Carrie-Anne²^ORCID

Affiliation:

1. School of Teaching, Learning, & Developmental Sciences, Missouri State University, Springfield, Missouri, USA

2. The Department of Curriculum and Learning, Southern Connecticut State University, New Haven, Connecticut, USA

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/1046560X.2024.2356944

Reference53 articles.

1. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as a learning profession: Handbook for policy and practice (pp. 3–31). Jossey-Bass.

2. The Work of Teaching and the Challenge for Teacher Education

3. Bang, M., Brown, B., Calabrese Barton, A., Rosebery, A. S., & Warren, B. (2017). Toward more equitable learning in science. In C. V. Schwarz, C. Passmore, & B. J. Reiser (Eds.), Helping students make sense of the world using next generation science and engineering practices (pp. 33–58). NSTA press.

4. Cultural processes in science education: Supporting the navigation of multiple epistemologies

5. Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking

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1. Correction;Journal of Science Teacher Education;2024-06-25