Zobrazeno 1 - 7
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pro vyhledávání: '"Alison Fox Resnick"'
Autor:
Caitlin C. Farrell, William R. Penuel, Paula Arce-Trigatti, James Soland, Corinne Singleton, Alison Fox Resnick, Kristina Stamatis, Robbin Riedy, Erin Henrick, Stacey Sexton, Sarah Wellberg, Danny Schmidt
Publikováno v:
Frontiers in Research Metrics and Analytics, Vol 9 (2024)
An increasingly popular form of collaboration involves forming partnerships among researchers, educators, and community members to improve or transform education systems through research inquiry. However, not all partnerships are successful. The fiel
Externí odkaz:
https://doaj.org/article/e5245e15a7f54e0a967d6cfd82a5ecda
Autor:
Alison Fox Resnick, Elham Kazemi
Publikováno v:
AERA Open, Vol 5 (2019)
This analysis examines the process of one research-practice partnership (RPP) engaged in the activity of decomposing elementary principal practice in the context of an instructional improvement initiative in mathematics. Decomposing, or breaking apar
Externí odkaz:
https://doaj.org/article/fb26103b5f874b58b7e99b299eed1a77
Publikováno v:
American Educational Research Journal. 59:1051-1089
Supporting teacher learning for normative change in classroom learning environments creates significant demands on principal leadership. We offer an analytic framework that aims to understand principal practice for instructional transformation. The f
Autor:
Sarah Schneider Kavanagh, Alison Fox Resnick, Hala Ghousseini, Elizabeth Schiavone Gotwalt, Eric Cordero-Siy, Elham Kazemi, Elizabeth Dutro
Publikováno v:
Cognition and Instruction. 40:126-147
Autor:
Elzena McVicar, Elham Kazemi, Hala Ghousseini, Eric Cordero-Siy, Sam Prough, Alison Fox Resnick
Publikováno v:
ZDM – Mathematics Education. 53:435-448
Engaging students in mathematical argumentation supports language development and conceptual understanding because students use verbal and written language in coordination with mathematical representations to notice patterns, make claims, and create
Publikováno v:
Teaching and Teacher Education. 101:103304
Increasingly, teachers are asked to make their practice public for collective inquiry. In “practice-embedded” professional learning experiences, educators work alongside colleagues to enact instruction in front of each other with students present