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The Implications of Coteaching/Cogenerative Dialogue for Teacher Evaluation: Learning from Multiple Perspectives of Everyday Practice
16 references·7 citing·28 second hop
The Implications of Coteaching/Cogenerative Dialogue for Teacher Evaluation: Learning from Multiple Perspectives of Everyday Practice (2001)The Implications of Coteaching/Cogenerati…Learning by Expanding (2014)Learning by ExpandingFourth Generation Evaluation (2014)Fourth Generation EvaluationInside the Black Box: Raising Standards through Classroom Assessment (2010)Inside the Black Box: Raising…Code of the Street: Decency, Violence, and the Moral Life of the Inner City (2001)Code of the Street: Decency, …Self-Efficacy: The Exercise of Control (1999)Self-Efficacy: The Exercise o…Understanding Practice: Perspectives on Activity and Context (1996)Understanding Practice: Persp…An Invitation of Reflexive Sociology (1993)An Invitation of Reflexive So…The Logic of Practice (1990)The Logic of PracticeFourth-Generation Evaluation (1988)Fourth-Generation EvaluationCognition in Practice (1988)Cognition in PracticeKnowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…The Constitution of Society. Outline of the Theory of Structuration (1984)The Constitution of Society. …Activity, consciousness, and personality (1978)Activity, consciousness, and …Steps to an Ecology of Mind (1973)Steps to an Ecology of MindReview of research in education (1973)Review of research in educati…How We Think (1910)How We ThinkLanguage Varieties and Education (2020)Language Varieties and Educat…Supporting language learners in science classrooms: insights from middle-school English language learner students (2016)Supporting language learners …Joint observation of student teaching and related tripartite dialogue during field experience: Partner perspectives (2014)Joint observation of student …A tool for changing the world: possibilities of cultural‐historical activity theory to reinvigorate science education (2009)A tool for changing the world…Implementing Coteaching and Cogenerative Dialoguing in Urban Science Education (2005)Implementing Coteaching and C…Teacher Evaluation, Leadership and Learning Organizations (2002)Teacher Evaluation, Leadershi…Lessons on and from the dihybrid cross: An activity–theoretical study of learning in coteaching (2002)Lessons on and from the dihyb…Pygmalion in the classroom (1968)Human Characteristics and School Learning (1979)Those Who Understand: Knowledge Growth in Teaching (1986)Stories of Experience and Narrative Inquiry (1990)1. Toward a Theory of Culturally Relevant Pedagogy (1995)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)International Norm Dynamics and Political Change (1998)Social Capital, Intellectual Capital, and the Organizational Advantage (1998)Social Cognitive Theory: An Agentic Perspective (2001)A Dynamic Theory of Organizational Knowledge Creation (1994)Narrative configuration in qualitative analysis (1995)Reconceptualizing Organizational Routines as a Source of Flexibility and Change (2003)The Practice Turn in Contemporary Theory (2005)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Efficacy of the Theory of Planned Behaviour: A meta‐analytic review (2001)Competing paradigms in qualitative research. (1994)Mixed Methods Research: A Research Paradigm Whose Time Has Come (2004)Thematic Analysis (2017)Cognitive Load During Problem Solving: Effects on Learning (1988)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education (1999)Social Skill and the Theory of Fields (2001)Social Capital: Prospects for a New Concept (2002)The Capitalocene, Part I: on the nature and origins of our ecological crisis (2017)Qualitative Quality: Eight “Big-Tent” Criteria for Excellent Qualitative Research (2010)Problems of Reliability and Validity in Ethnographic Research (1982)Economic Deprivation and Early Childhood Development (1994)Whose culture has capital? A critical race theory discussion of community cultural wealth (2005)
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References

  • 1999Self-Efficacy: The Exercise of Control46,779 cited
  • 1984The Constitution of Society. Outline of the Theory of Structuration21,160 cited
  • 1990The Logic of Practice17,255 cited
  • 1987Knowledge and Teaching:Foundations of the New Reform16,774 cited
  • 1993An Invitation of Reflexive Sociology8,374 cited
  • 1973Review of research in education7,699 cited
  • 2014Fourth Generation Evaluation7,250 cited
  • 1973Steps to an Ecology of Mind7,226 cited
  • 1910How We Think6,764 cited
  • 1988Fourth-Generation Evaluation5,912 cited
  • 1988Cognition in Practice5,157 cited
  • 2014Learning by Expanding4,988 cited
  • 1978Activity, consciousness, and personality4,374 cited
  • 2010Inside the Black Box: Raising Standards through Classroom Assessment4,228 cited
  • 2001Code of the Street: Decency, Violence, and the Moral Life of the Inner City3,613 cited
  • 1996Understanding Practice: Perspectives on Activity and Context1,613 cited

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2002
Lessons on and from the dihybrid cross: An activity–theoretical study of learning in coteaching
94 cited
  • 2005Implementing Coteaching and Cogenerative Dialoguing in Urban Science Education93 cited
  • 2009A tool for changing the world: possibilities of cultural‐historical activity theory to reinvigorate science education77 cited
  • 2002Teacher Evaluation, Leadership and Learning Organizations63 cited
  • 2014Joint observation of student teaching and related tripartite dialogue during field experience: Partner perspectives59 cited
  • 2016Supporting language learners in science classrooms: insights from middle-school English language learner students23 cited
  • 2020Language Varieties and Education3 cited