SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Sociocultural Implications for Assessment II
16 references·1 citing·37 second hop
Sociocultural Implications for Assessment II (2008)Sociocultural Implications for Assessment…Learning and Motivation in the Classroom (2017)Learning and Motivation in th…Distributed leadership (2007)Distributed leadershipHigh-Stakes Accountability in Urban Elementary Schools: Challenging or Reproducing Inequality? 1 (2004)High-Stakes Accountability in…Professional communities and the work of high school teaching (2002)Professional communities and …Investigating School Leadership Practice: A Distributed Perspective (2001)Investigating School Leadersh…Turning Points 2000: Educating Adolescents in the 21st Century (2000)Turning Points 2000: Educatin…Self-theories: Their Role in Motivation, Personality, and Development (1999)Self-theories: Their Role in …Relationships of Knowledge and Practice: Teacher Learning in Communities (1999)Relationships of Knowledge an…Getting to Scale with Good Educational Practice (1996)Getting to Scale with Good Ed…Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms (1996)Building Student Capacity for…Sociocultural Studies of Mind (1995)Sociocultural Studies of MindThe Advancement of Learning (1994)The Advancement of LearningUnderstanding Practice (1993)Understanding PracticeVoices of the Mind: A Sociocultural Approach to Mediated Action (1992)Voices of the Mind: A Sociocu…Situated Learning (1991)Situated LearningInstitutional Ecology, `Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39 (1989)Institutional Ecology, `Trans…Novice Teacher Learning and Motivation Across Contexts: Assessment Tools as Boundary Objects (2011)Novice Teacher Learning and M…Those Who Understand: Knowledge Growth in Teaching (1986)Educating the reflective practitioner (1987)Knowledge and Teaching:Foundations of the New Reform (1987)The Methodology of Self-Study and Its Theoretical Underpinnings (2004)Theorizing Language Teacher Identity: Three Perspectives and Beyond (2005)Inquiry as stance: practitioner research for the next generation (2010)Scientific Research in Education (2002)Deliberative Policy Analysis (2003)Meta-analysis in clinical trials revisited (2015)The school and society (2024)Handbook of research on teaching (1986)When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching (1990)Handbook of research on mathematics teaching and learning (1992)Chapter 6 : Teacher Learning and the Acquisition of Professional Knowledge: An Examination of Research on Contemporary Professlonal Development (1999)Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula (2005)Orchestrating Productive Mathematical Discussions: Five Practices for Helping Teachers Move Beyond Show and Tell (2008)The social psychology of organizing (1969)Mind in Society: The Development of Higher Psychological Processes (1978)Science in Action: How to Follow Scientists and Engineers through Society (1988)What Do We Know About Teacher Leadership? Findings From Two Decades of Scholarship (2004)Distributed Leadership (2005)Seven strong claims about successful school leadership revisited (2019)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Motivational Beliefs, Values, and Goals (2002)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)Communities of Practice and Social Learning Systems (2000)The Study of Boundaries in the Social Sciences (2002)The Practice Turn in Contemporary Theory (2005)Developing understanding of the idea of communities of learners (1994)Back to the Future: Directions for Research in Teaching and Teacher Education (2008)Mentoring beginning teachers: What we know and what we don't (2008)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Pursuing a “Sense of Success”: New Teachers Explain Their Career Decisions (2003)How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility (2008)Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers’ Workplace Interactions (2009)What video games have to teach us about learning and literacy (2003)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)
this work references cited by second hop

References

  • 1991Situated Learning33,773 cited
  • 1989Institutional Ecology, `Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-3910,821 cited
  • 1999Self-theories: Their Role in Motivation, Personality, and Development6,308 cited
  • 1999Relationships of Knowledge and Practice: Teacher Learning in Communities2,289 cited
  • 2001Investigating School Leadership Practice: A Distributed Perspective1,684 cited
  • 1992Voices of the Mind: A Sociocultural Approach to Mediated Action1,505 cited
  • 1996Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms1,311 cited
  • 2002Professional communities and the work of high school teaching1,110 cited
  • 1996Getting to Scale with Good Educational Practice1,066 cited
  • 1995Sociocultural Studies of Mind965 cited
  • 1994The Advancement of Learning749 cited
  • 2000Turning Points 2000: Educating Adolescents in the 21st Century698 cited
  • 1993Understanding Practice526 cited
  • 2017Learning and Motivation in the Classroom514 cited
  • 2004High-Stakes Accountability in Urban Elementary Schools: Challenging or Reproducing Inequality? 1

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

362 cited
  • 2007Distributed leadership286 cited
  • Cited by

    • 2011Novice Teacher Learning and Motivation Across Contexts: Assessment Tools as Boundary Objects82 cited