Zobrazeno 1 - 10
of 22
pro vyhledávání: '"Kristin E Harbour"'
Publikováno v:
Education Sciences, Vol 14, Iss 6, p 646 (2024)
Researchers across two universities and three different mathematics education courses implemented their vision of a novel grading approach called (Up)grading. (Up)grading shifts the focus of assessment from grades to growth. Key features of implement
Externí odkaz:
https://doaj.org/article/62717921dfe241c4a45a38823d8ea3bb
Publikováno v:
Education Sciences, Vol 14, Iss 1, p 50 (2023)
Professional learning communities (PLCs) support the growth of educators to improve learning outcomes for all students. Guided by social constructivist and social cognitive theories, this longitudinal participatory action research study explored the
Externí odkaz:
https://doaj.org/article/88e9871f79f24dfa84aed78327c0da90
Autor:
Stephen L Thompson, Rachelle Curcio, Amber Adgerson, Kristin E Harbour, Leigh Kale D’Amico, Hall S West, George J Roy, Melissa A Baker, Jessie Guest, Catherine Compton-Lilly
Publikováno v:
Theory & Practice in Rural Education. 12:153-178
Key Policy documents call for science teacher preparation programs to provide teacher candidates with approximations to authentic teaching experiences that occur in realistic contexts. Providing such opportunities for teacher candidates located in co
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ed34a60d5d6197e64bccfeea6e2380a1
https://doi.org/10.3776/tpre.2022.v12n2p153-178
https://doi.org/10.3776/tpre.2022.v12n2p153-178
Autor:
Leigh Kale D'Amico, Hall S. West, Melissa A. Baker, George Roy, Rachelle Curcio, Kristin E. Harbour, Stephen L. Thompson, Jessie Guest, Catherine Compton-Lilly, Amber Adgerson
Publikováno v:
Theory & Practice in Rural Education. 12:83-104
As teacher preparation paths change and rural areas have opportunities to engage qualified community members in the teaching profession, a flagship university co-developed a teacher residency program with two school districts located in rural communi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c60dcf17abb333097b3ae121a3072d33
https://doi.org/10.3776/tpre.2022.v12n1p83-104
https://doi.org/10.3776/tpre.2022.v12n1p83-104
Autor:
Kristin E. Harbour, Stefanie D. Livers, Margret A. Hjalmarson, Evothokia S. Saclarides, Courtney K. Baker
Publikováno v:
Kappa Delta Pi Record. 58:32-37
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e086183d41f5d627815a78da83dd93cf
https://doi.org/10.1080/00228958.2022.2005432
https://doi.org/10.1080/00228958.2022.2005432
Publikováno v:
TEACHING Exceptional Children. 54:362-370
Teachers who work with students with targeted, co-occurring academic and behavior differences require the knowledge, tools, and support for effective interventions across both domains. This article provides a research-informed, three-step process to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::34788b5c92e8c5f2532218c4b38d5ed9
https://doi.org/10.1177/00400599211025558
https://doi.org/10.1177/00400599211025558
Autor:
Kristin E. Harbour, André R. Denham
Publikováno v:
Intervention in School and Clinic. 57:87-94
Classroom instruction focused on discussion-based learning opportunities can provide productive and inclusive learning experiences for all students, including students with learning disabilities in mathematics and those without learning disabilities.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2719538afd205ff87068e6e50978dae5
https://doi.org/10.1177/10534512211001849
https://doi.org/10.1177/10534512211001849
Publikováno v:
Phi Delta Kappan. 102:42-45
To support continuous professional development model in the teaching and learning of mathematics, many districts and schools have begun hiring elementary mathematics coaches and/or specialists (MCSs). However, limited large-scale empirical research e
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fed1bbd5455b48fe07d93aa648af9243
https://doi.org/10.1177/0031721720970701
https://doi.org/10.1177/0031721720970701
Publikováno v:
Professional Development in Education. 49:45-68
While coaching is a well-documented form of professional development to support teachers’ instructional practices in mathematics, limited research exists on how coaches can support teachers in diff...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4c42b68af2aea51cd88e80e4e8cbebd8
https://doi.org/10.1080/19415257.2020.1756900
https://doi.org/10.1080/19415257.2020.1756900
Publikováno v:
Investigations in Mathematics Learning. 12:96-109
Teacher self-efficacy and teaching practices are both related to effective teaching and learning of mathematics. Given the theoretical and empirical basis for the importance of teacher self-efficac...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b6f36a436332340d90c23de8e3172c92
https://doi.org/10.1080/19477503.2019.1670891
https://doi.org/10.1080/19477503.2019.1670891