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Hidden Dimensions in the Professional Development of Mathematics Teachers
16 references·0 citing·34 second hop
Hidden Dimensions in the Professional Development of Mathematics Teachers (2011)Hidden Dimensions in the Professional Dev…An Easy Guide to Factor Analysis (2014)An Easy Guide to Factor Analy…Designing Professional Development for Teachers of Science and Mathematics (2010)Designing Professional Develo…Professional Development and Teacher Learning: Mapping the Terrain (2004)Professional Development and …Elaborating a model of teacher professional growth (2002)Elaborating a model of teache…What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)What Makes Professional Devel…Evaluating the use of exploratory factor analysis in psychological research. (1999)Evaluating the use of explora…Communities of practice learning, meaning, and identity (1999)Communities of practice learn…Chapter 8: Relationships of Knowledge and Practice: Teacher Learning in Communities (1999)Chapter 8: Relationships of K…The Culture of Education (1996)The Culture of EducationSituated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Handbook of research on mathematics teaching and learning (1992)Handbook of research on mathe…The making of a teacher: teacher knowledge and teacher education (1991)The making of a teacher: teac…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…The Reflective Practitioner: How Professionals Think in Action (1985)The Reflective Practitioner: …National Council of Teachers of Mathematics (1979)National Council of Teachers …The Scree Test For The Number Of Factors (1966)The Handbook of Social Psychology (1969)Alternative Ways of Assessing Model Fit (1992)Bibliometric Methods in Management and Organization (2014)Assessing measurement model quality in PLS-SEM using confirmatory composite analysis (2019)Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis (2020)National Science Education Standards (1995)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Effective Teacher Professional Development (2017)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)1. Toward a Theory of Culturally Relevant Pedagogy (1995)Content Knowledge for Teaching (2008)Knowledge and Organization: A Social-Practice Perspective (2001)Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity (2009)Teacher Technology Change (2010)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)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Clusters and knowledge: local buzz, global pipelines and the process of knowledge creation (2004)Problem-Based Learning: What and How Do Students Learn? (2004)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)Teaching For Quality Learning At University (1999)Teaching For Quality Learning At University (1999)Design science in information systems research (2004)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)
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References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1999Communities of practice learning, meaning, and identity28,353 cited
  • 1985The Reflective Practitioner: How Professionals Think in Action21,312 cited
  • 1986Those Who Understand: Knowledge Growth in Teaching21,062 cited
  • 1987Knowledge and Teaching:Foundations of the New Reform16,977 cited
  • 1999Evaluating the use of exploratory factor analysis in psychological research.9,772 cited
  • 1979National Council of Teachers of Mathematics8,512 cited
  • 1996The Culture of Education6,229 cited
  • 1992Handbook of research on mathematics teaching and learning6,128 cited
  • 2001What Makes Professional Development Effective? Results From a National Sample of Teachers5,140 cited
  • 2004Professional Development and Teacher Learning: Mapping the Terrain4,283 cited
  • 2014An Easy Guide to Factor Analysis3,328 cited
  • 1999Chapter 8: Relationships of Knowledge and Practice: Teacher Learning in Communities2,903 cited
  • 2010Designing Professional Development for Teachers of Science and Mathematics2,534 cited
  • 2002Elaborating a model of teacher professional growth2,289 cited

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  • 1991The making of a teacher: teacher knowledge and teacher education2,283 cited
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