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The Problem-Solving Cycle: A Model to Support the Development of Teachers' Professional Knowledge
16 references·9 citing·33 second hop
The Problem-Solving Cycle: A Model to Support the Development of Teachers' Professional Knowledge (2007)The Problem-Solving Cycle: A Model to Sup…Designing Professional Development for Teachers of Science and Mathematics (2010)Designing Professional Develo…Constructing scientific knowledge in the classroom (2010)Constructing scientific knowl…Knowing Mathematics for Teaching Who Knows Mathematics Well Enough To Teach Third Grade, and How Can We Decide? (2005)Knowing Mathematics for Teach…Developing Measures of Teachers’ Mathematics Knowledge for Teaching (2004)Developing Measures of Teache…A research companion to Principles and standards for school mathematics (2003)A research companion to Princ…What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)What Do New Views of Knowledg…Constructivism: Theory, Perspectives, and Practice (1996)Constructivism: Theory, Persp…Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Constructing Scientific Knowledge in the Classroom (1994)Constructing Scientific Knowl…An Expanded Sourcebook Qualitative Data Analysis (1994)An Expanded Sourcebook Qualit…Tales of the Field: On Writing Ethnography (1992)Tales of the Field: On Writin…Situated Learning (1991)Situated LearningWhen the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching (1990)When the Problem Is Not the Q…Knowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…National Council of Teachers of Mathematics (1979)National Council of Teachers …Theory and Research on Tasks Revisited: Task as a Context for Students’ Thinking in the Era of Ambitious Reforms in Mathematics and Science (2020)Theory and Research on Tasks …Making Progress on Mathematical Knowledge for Teaching (2016)Making Progress on Mathematic…Developing Pedagogical Content Knowledge: Lessons Learned from Intervention Studies (2015)Developing Pedagogical Conten…Through the lens of teacher professional development components: the ‘Dialogic Video Cycle’ as an innovative program to foster classroom dialogue (2014)Through the lens of teacher p…Multimedia Learning with Video (2014)Multimedia Learning with VideoFacilitating Video-Based Professional Development: Planning and Orchestrating Productive Discussions (2014)Facilitating Video-Based Prof…L’utilisation de la vidéo dans la formation professionnelle des enseignants novices (2012)L’utilisation de la vidéo dan…Mathematics Professional Development: Critical Features for Developing Leadership Skills and Building Teachers' Capacity. (2011)Mathematics Professional Deve…Making practice studyable (2010)Making practice studyableThought and language (1962)Professional Development and Teacher Learning: Mapping the Terrain (2004)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Adding It Up: Helping Children Learn Mathematics (2013)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Handbook of research on teaching (1986)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Pygmalion in the classroom (1968)Human Characteristics and School Learning (1979)Stories of Experience and Narrative Inquiry (1990)1. Toward a Theory of Culturally Relevant Pedagogy (1995)Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study (2002)The laboratory in science education: Foundations for the twenty‐first century (2003)Conceptualizing Teacher Professional Learning (2011)A Critical Analysis of the Research on Learning to Teach: Making the Case for an Ecological Perspective on Inquiry (1998)Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers (2002)Conducting Educational Design Research (2018)Negotiating the swamp: the opportunity and challenge of reflexivity in research practice (2002)Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research (2003)Doing interpretive research (2006)Situated Cognition and the Culture of Learning (1989)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What Video Games Have to Teach Us about Learning and Literacy (2004)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)The qualitative research interview (2006)Member Checking (2016)Purposive sampling: complex or simple? Research case examples (2020)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)What video games have to teach us about learning and literacy (2003)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)
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References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1991Situated Learning33,773 cited
  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1987Knowledge and Teaching:Foundations of the New Reform16,774 cited
  • 1979National Council of Teachers of Mathematics8,499 cited
  • 1994An Expanded Sourcebook Qualitative Data Analysis3,518 cited
  • 2000What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning?3,337 cited
  • 1992Tales of the Field: On Writing Ethnography2,606 cited
  • 2010Designing Professional Development for Teachers of Science and Mathematics2,532 cited
  • 1996Constructivism: Theory, Perspectives, and Practice2,011 cited
  • 1994Constructing Scientific Knowledge in the Classroom1,916 cited
  • 1990When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching1,368 cited
  • 2010Constructing scientific knowledge in the classroom1,208 cited
  • 2003A research companion to Principles and standards for school mathematics1,127 cited
  • 2004Developing Measures of Teachers’ Mathematics Knowledge for Teaching902 cited

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  • 2005Knowing Mathematics for Teaching Who Knows Mathematics Well Enough To Teach Third Grade, and How Can We Decide?695 cited
  • Cited by

    • 2015Developing Pedagogical Content Knowledge: Lessons Learned from Intervention Studies100 cited
    • 2020Theory and Research on Tasks Revisited: Task as a Context for Students’ Thinking in the Era of Ambitious Reforms in Mathematics and Science97 cited
    • 2016Making Progress on Mathematical Knowledge for Teaching78 cited
    • 2014Through the lens of teacher professional development components: the ‘Dialogic Video Cycle’ as an innovative program to foster classroom dialogue74 cited
    • 2014Facilitating Video-Based Professional Development: Planning and Orchestrating Productive Discussions71 cited
    • 2011Mathematics Professional Development: Critical Features for Developing Leadership Skills and Building Teachers' Capacity.68 cited
    • 2010Making practice studyable57 cited
    • 2012L’utilisation de la vidéo dans la formation professionnelle des enseignants novices54 cited
    • 2014Multimedia Learning with Video48 cited