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Elementary Teachers' Learning to Construct High-Quality Mathematics Lesson Plans
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Elementary Teachers' Learning to Construct High-Quality Mathematics Lesson Plans (2013)Elementary Teachers' Learning to Construc…Benchmarks for Science Literacy (2013)Benchmarks for Science Litera…Educational Researcher (2010)Educational ResearcherCreating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School (2008)Creating Mathematical Futures…Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Scaffolding and Achievement i…Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Why Minimal Guidance During I…Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula (2005)Examining Key Concepts in Res…Designing Educative Curriculum Materials to Promote Teacher Learning (2005)Designing Educative Curriculu…Children's Mathematics: Cognitively Guided Instruction (1999)Children's Mathematics: Cogni…Reform by the Book: What Is: Or Might Be: The Role of Curriculum Materials in Teacher Learning and Instructional Reform? (1996)Reform by the Book: What Is: …Eliciting Self‐Explanations Improves Understanding (1994)Eliciting Self‐Explanations I…Handbook of research on mathematics teaching and learning (1992)Handbook of research on mathe…Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive Load During Problem…Exploring teachers' thinking (1987)Exploring teachers' thinkingThose Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra (1985)The Use of Worked Examples as…Science for all Americans (1990)Science (1991)Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks (2002)Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results (2007)A conceptual framework for integrated STEM education (2016)National Council of Teachers of Mathematics (1979)National Science Education Standards (1995)Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 (2009)Scaffolding in Teacher–Student Interaction: A Decade of Research (2010)Project-based learning: A review of the literature (2016)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Experiential Learning : Experience as the Source of Learning and Development (1983)Cognitive Load Theory (2011)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Human Problem Solving. (1973)Categorization and Representation of Physics Problems by Experts and Novices* (1981)The role of theories in conceptual coherence. (1985)Cognitive Architecture and Instructional Design (1998)Problem-Based Learning: What and How Do Students Learn? (2004)Implications for educational practice of the science of learning and development (2019)How We Think (1910)How we think. (1910)Perception in chess (1973)Toward a Theory of Situation Awareness in Dynamic Systems (1995)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Handbook of research on teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)Book Review: Protocol Analysis: Verbal Reports as Data (1986)Talking science: language, learning, and values (1991)Improving Students’ Learning With Effective Learning Techniques (2013)The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning (1997)The Role of Goal Orientation in Self-Regulated Learning (2000)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)District Policy and Teachers’ Social Networks (2008)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Preparing Teachers and Developing School Leaders for the 21st Century (2012)Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning (1991)1. Toward a Theory of Culturally Relevant Pedagogy (1995)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)
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References

  • 1986Those Who Understand: Knowledge Growth in Teaching22,166 cited
  • 1988Cognitive Load During Problem Solving: Effects on Learning12,413 cited
  • 2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching7,181 cited
  • 1992Handbook of research on mathematics teaching and learning6,130 cited
  • 2007Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)3,157 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,788 cited
  • 2010Educational Researcher2,583 cited
  • 1994Eliciting Self‐Explanations Improves Understanding2,407 cited
  • 2013Benchmarks for Science Literacy1,721 cited
  • 2005Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula1,458 cited
  • 1996Reform by the Book: What Is: Or Might Be: The Role of Curriculum Materials in Teacher Learning and Instructional Reform?1,233 cited
  • 1985The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra1,223 cited
  • 2005Designing Educative Curriculum Materials to Promote Teacher Learning1,154 cited
  • 1987Exploring teachers' thinking1,021 cited

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  • 1999Children's Mathematics: Cognitively Guided Instruction824 cited
  • 2008Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School683 cited
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