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Making Meaning in Classrooms: An Investigation of Cognitive Processes in Aspiring Teachers, Experienced Teachers, and Their Peers
16 references·5 citing·31 second hop
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References

  • 2017The Discovery of Grounded Theory25,772 cited
  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1992Basics of Qualitative Research17,850 cited
  • 1990Basics of qualitative research11,107 cited
  • 1986Handbook of research on teaching10,502 cited
  • 2017The Discovery of Grounded Theory8,346 cited
  • 1986Those Who Understand: Knowledge Growth in Teaching4,394 cited
  • 1984Ethnography and Qualitative Design in Educational Research4,275 cited
  • 2017Theoretical Issues in Reading Comprehension2,224 cited
  • 1978Schooling and the Acquisition of Knowledge1,459 cited
  • 1993The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction1,392 cited
  • 1981Research on Teachers' Pedagogical Thoughts, Judgments, Decisions, and Behavior1,114 cited
  • 1986The cognitive skill of teaching.901 cited
  • 1989Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers764 cited
  • 2017Schooling and the Acquisition of Knowledge748 cited
  • 2017Knowledge in pieces

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Cited by

  • 2009Teachers’ Sense-Making Strategies While Watching Video of Mathematics Instruction87 cited
  • 2019Using 360‐degree videos in teacher education to improve preservice teachers' professional interpersonal vision84 cited
  • 1996Refraining the Relationship Between Teacher Thinking and Teacher Behaviour: levels in learning about teaching81 cited
  • 2021Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers' gaze and identification of events70 cited
  • 1995Changing contexts and expertise in teaching: First-year teacher after seven years66 cited