SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Measuring mathematics teachers’ professional competence by using video clips (COACTIV video)
16 references·4 citing·47 second hop
Measuring mathematics teachers’ professional competence by using video clips (COACTIV video) (2016)Measuring mathematics teachers’ professio…International encyclopedia of the social and behavioral sciences (2015)International encyclopedia of…Professional competence of teachers: Effects on instructional quality and student development. (2013)Professional competence of te…Visible Learning for Teachers (2012)Visible Learning for TeachersHandbook of Classroom Management: Research, Practice, and Contemporary Issues (2012)Handbook of Classroom Managem…Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Teachers’ Mathematical Knowle…Content Knowledge for Teaching (2008)Content Knowledge for TeachingShould There Be a Three-Strikes Rule Against Pure Discovery Learning? (2004)Should There Be a Three-Strik…The situativity of knowing, learning, and research. (1998)The situativity of knowing, l…SOCIAL CONSTRUCTIVIST PERSPECTIVES ON TEACHING AND LEARNING (1998)SOCIAL CONSTRUCTIVIST PERSPEC…On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)On Two Metaphors for Learning…Professional Vision (1994)Professional VisionMisconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Misconceptions Reconceived: A…The role of deliberate practice in the acquisition of expert performance. (1993)The role of deliberate practi…A power primer. (1992)A power primer.Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…The Measurement of Observer Agreement for Categorical Data (1977)The Measurement of Observer A…Relationship Between Chinese Mathematics Teachers’ Knowledge and Their Professional Noticing (2020)Relationship Between Chinese …Beliefs as filters for comparing inclusive classroom situations. Connecting teachers’ beliefs about teaching diverse learners to their noticing of inclusive classroom characteristics in videoclips (2019)Beliefs as filters for compar…Uncovering the Special Mathematical Work of Teaching (2017)Uncovering the Special Mathem…Teacher noticing: enlightening or blinding? (2016)Teacher noticing: enlightenin…Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)How people learn (2000)THE ACT OF DISCOVERY (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)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Knowledge and Teaching:Foundations of the New Reform (1987)Manuscript Preparation (1997)Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study (2008)Conceptualizing Teacher Professional Learning (2011)Formative assessment: a critical review (2011)Conditions of Learning (1965)The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring (1984)Flow: the psychology of optimal experience (1990)Long-term working memory. (1995)EXPERT AND EXCEPTIONAL PERFORMANCE: Evidence of Maximal Adaptation to Task Constraints (1996)Child Development and Emergent Literacy (1998)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)Testing Structural Equation Models. (1994)PISA 2012 Assessment and Analytical Framework (2013)Generic dimensions of teaching quality: the German framework of Three Basic Dimensions (2018)Situated Cognition and the Culture of Learning (1989)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Aligning assessment with long‐term learning (2006)Perspectives into learning at the workplace (2008)Studies of expansive learning: Foundations, findings and future challenges (2010)A Coefficient of Agreement for Nominal Scales (1960)Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. (1994)Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL): Initial Reliability and Validity Data (1997)The feasibility of creating a checklist for the assessment of the methodological quality both of randomised and non-randomised studies of health care interventions. (1998)Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement (2015)RoB 2: a revised tool for assessing risk of bias in randomised trials (2019)Outline of a Theory of Practice (1977)Mind in Society: The Development of Higher Psychological Processes (1978)Action and embodiment within situated human interaction (2000)Discourse (2005)Seeing without knowing: Limitations of the transparency ideal and its application to algorithmic accountability (2016)Efficacy of the Theory of Planned Behaviour: A meta‐analytic review (2001)A model of (often mixed) stereotype content: Competence and warmth respectively follow from perceived status and competition. (2002)Using PLS Path Modeling for Assessing Hierarchical Construct Models: Guidelines and Empirical Illustration1 (2009)Learning strategies: a synthesis and conceptual model (2016)Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning (2016)A Meta-Analysis of Negative Feedback on Intrinsic Motivation (2018)
this work references cited by second hop

References

  • 1977The Measurement of Observer Agreement for Categorical Data81,000 cited
  • 1992A power primer.42,571 cited
  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1993The role of deliberate practice in the acquisition of expert performance.9,542 cited
  • 2008Content Knowledge for Teaching5,381 cited
  • 1998On Two Metaphors for Learning and the Dangers of Choosing Just One3,824 cited
  • 1994Professional Vision3,339 cited
  • 2004Should There Be a Three-Strikes Rule Against Pure Discovery Learning?2,525 cited
  • 2012Visible Learning for Teachers2,150 cited
  • 2009Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress2,097 cited
  • 2015International encyclopedia of the social and behavioral sciences1,831 cited
  • 1994Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition1,703 cited
  • 1998The situativity of knowing, learning, and research.1,617 cited
  • 1998SOCIAL CONSTRUCTIVIST PERSPECTIVES ON TEACHING AND LEARNING1,565 cited
  • 2013Professional competence of teachers: Effects on instructional quality and student development.1,551 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

  • 2012Handbook of Classroom Management: Research, Practice, and Contemporary Issues1,458 cited
  • Cited by

    • 2019Beliefs as filters for comparing inclusive classroom situations. Connecting teachers’ beliefs about teaching diverse learners to their noticing of inclusive classroom characteristics in videoclips61 cited
    • 2016Teacher noticing: enlightening or blinding?60 cited
    • 2020Relationship Between Chinese Mathematics Teachers’ Knowledge and Their Professional Noticing59 cited
    • 2017Uncovering the Special Mathematical Work of Teaching53 cited