Zobrazeno 1 - 10
of 14
pro vyhledávání: '"Melissa J. Luna"'
Autor:
Sarah Selmer, Melissa J. Luna
Publikováno v:
Journal of Teacher Education. 72:579-593
In this study, we investigated how an experienced fourth-grade teacher responded to her students’ thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work was to decompose the respo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d11c62c89953adf82103d4f34b15191f
https://doi.org/10.1177/00224871211015980
https://doi.org/10.1177/00224871211015980
Autor:
Jennifer L. Richards, Andrew Elby, Amy D. Robertson, Daniel M. Levin, Melissa J. Luna, Colleen Gillespie Nyeggen
Publikováno v:
Cognition and Instruction. 38:116-152
Mathematics and science education researchers focused on teacher education emphasize attention and responsiveness to student thinking as central to effective classroom practice. Being responsive to...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::13c25467f4ba811f191ca11ffc35ff4c
https://doi.org/10.1080/07370008.2020.1729156
https://doi.org/10.1080/07370008.2020.1729156
Autor:
Janet Walkoe, Melissa J. Luna
Publikováno v:
Journal of the Learning Sciences. 29:285-307
Much of the work in the Learning Sciences and Computer-Supported Collaborated Learning communities have focused on understanding and designing for learning in collaborative spaces. This work utiliz...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::54888920116f4d1600745506fb391841
https://doi.org/10.1080/10508406.2019.1681998
https://doi.org/10.1080/10508406.2019.1681998
Autor:
Melissa J. Luna
Publikováno v:
Cognition and Instruction. 36:297-329
Efforts toward improving K-12 science education emphasize teachers noticing students’ thinking as they engage in disciplinary practices and reasoning. This noticing requires specialized teacher kno...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::42731b64d5ec695e772f9ea970abd3cd
https://doi.org/10.1080/07370008.2018.1496919
https://doi.org/10.1080/07370008.2018.1496919
Publikováno v:
Journal of Science Teacher Education. 29:148-172
Building on the work of teacher noticing, this study investigated teachers’ noticing of students’ thinking evident in artifacts from their science teaching context. Prior work on teachers’ noticing...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7d94baf2d5a1fa95dba380ffabbd91b4
https://doi.org/10.1080/1046560x.2018.1427418
https://doi.org/10.1080/1046560x.2018.1427418
Science as experience, exploration, and experiments: elementary teachers’ notions of ‘doing science’
Publikováno v:
International Journal of Science Education. 39:2283-2303
Much of the literature on science teaching suggests that elementary teachers lack relevant prior experiences with science. This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary tea
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5ce5382847d1371d9ff391b55a3f7fec
https://doi.org/10.1080/09500693.2017.1374578
https://doi.org/10.1080/09500693.2017.1374578
Publikováno v:
Journal of Science Education and Technology. 26:646-656
Research indicates that preservice teacher (PT) education programs can positively impact perceptions of scientific probeware use in K-8 environments. Despite the potential of probeware to improve science instruction and student engagement, its use in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::149db92e237eaa21c450f54cb0341473
https://doi.org/10.1007/s10956-017-9704-2
https://doi.org/10.1007/s10956-017-9704-2
Autor:
Miriam Gamoran Sherin, Melissa J. Luna
Publikováno v:
Teaching and Teacher Education. 66:282-294
Science education stakeholders worldwide are engaged in efforts to support teachers' noticing and making sense of students' thinking in science. Here we introduce the design of a science teaching video club and present a study of its implementation.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b2f510642d4967b4e03e2c9f4d92bf50
https://doi.org/10.1016/j.tate.2017.04.019
https://doi.org/10.1016/j.tate.2017.04.019
Publikováno v:
Science Activities: Classroom Projects and Curriculum Ideas. 52:92-105
Curriculum integration can increase the presence of science at the elementary level. The purpose of this article is to share how two second-grade teachers have integrated language arts content as a part of science-language arts instruction in a garde
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::19323d9fe0fedac50863991b73b7f649
https://doi.org/10.1080/00368121.2015.1102698
https://doi.org/10.1080/00368121.2015.1102698
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 117:1-36
Background/ContextThis study seeks insights into teachers’ experiences implementing Garden-Based Learning (GBL) in an elementary school. The breadth of studies supporting the use of GBL in K–8 schools in the United States alongside the paucity of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::585504ae83f81f6548977435d680de78
https://doi.org/10.1177/016146811511700905
https://doi.org/10.1177/016146811511700905