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What Should Count as Data for Data-Driven Instruction? Toward Contextualized Data-Inquiry Models for Teacher Education and Professional Development.
16 references·0 citing·43 second hop
What Should Count as Data for Data-Driven Instruction? Toward Contextualized Data-Inquiry Models for Teacher Education and Professional Development. (2012)What Should Count as Data for Data-Driven…Culturally Responsive Teaching (2018)Culturally Responsive TeachingDigest of Education Statistics (2014)Digest of Education StatisticsInside the Black Box: Raising Standards through Classroom Assessment (2010)Inside the Black Box: Raising…Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Improving Impact Studies of T…Experimenting With Teacher Professional Development: Motives and Methods (2008)Experimenting With Teacher Pr…How Should Research Contribute to Instructional Improvement? The Case of Lesson Study (2006)How Should Research Contribut…Constructing 21st-Century Teacher Education (2006)Constructing 21st-Century Tea…Handbook of action research : participative inquiry and practice (2001)Handbook of action research :…Crossing over to Canaan: the journey of new teachers in diverse classrooms (2001)Crossing over to Canaan: the …Qualitative research and case study applications in education (1998)Qualitative research and case…Assessment and Classroom Learning (1998)Assessment and Classroom Lear…Authentic Achievement: Restructuring Schools for Intellectual Quality (1996)Authentic Achievement: Restru…Equity pedagogy: An essential component of multicultural education (1995)Equity pedagogy: An essential…1. Toward a Theory of Culturally Relevant Pedagogy (1995)1. Toward a Theory of Cultura…Inside/Outside: Teacher Research and Knowledge (1993)Inside/Outside: Teacher Resea…Knowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…Motivational processes affecting learning. (1986)Classrooms: Goals, structures, and student motivation. (1992)The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)The Power of Feedback (2007)Focus on Formative Feedback (2008)Handbook of research on teacher education (1990)Preparing teachers for a changing world: what teachers should learn and be able to do (2005)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking (2014)Improving 21st-century teaching skills: The key to effective 21st-century learners (2019)Case Study Research: Design and Methods (1984)Case Study Research: Design and Methods (1991)Qualitative Data Analysis: An Expanded Sourcebook (1994)Professional competence of teachers: Effects on instructional quality and student development. (2013)Effective Teacher Professional Development (2017)Formative assessment and the design of instructional systems (1989)The Role of Assessment in a Learning Culture (2000)Taking science to school: learning and teaching science in grades K-8 (2008)Developing the theory of formative assessment (2009)The New Meaning of Educational Change (2010)The Discovery of Grounded Theory: Strategies for Qualitative Research. (1968)8. Preparing for Culturally Responsive Teaching (2002)Culturally Sustaining Pedagogy (2012)The Discovery of Grounded Theory (2017)Implications for educational practice of the science of learning and development (2019)Pygmalion in the classroom (1968)Human Characteristics and School Learning (1979)Those Who Understand: Knowledge Growth in Teaching (1986)Stories of Experience and Narrative Inquiry (1990)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Management Research as a Design Science: Articulating the Research Products of Mode 2 Knowledge Production in Management (2005)Reframing Professional Development Through Understanding Authentic Professional Learning (2009)Participatory Research Methods: A Methodological Approach in Motion (2012)Relationships of Knowledge and Practice: Teacher Learning in Communities (1999)Inquiry as stance: practitioner research for the next generation (2010)Conceptualizing Teacher Professional Learning (2011)The emergence of gender differences in depression during adolescence. (1994)Teacher Quality and Student Achievement: A Review of State Policy Evidence (2000)Active learning increases student performance in science, engineering, and mathematics (2014)Determining Validity in Qualitative Inquiry (2000)Strategies for ensuring trustworthiness in qualitative research projects (2004)Qualitative Research Designs (2007)
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References

  • 1998Qualitative research and case study applications in education18,379 cited
  • 1987Knowledge and Teaching:Foundations of the New Reform16,774 cited
  • 1998Assessment and Classroom Learning8,137 cited
  • 19951. Toward a Theory of Culturally Relevant Pedagogy8,040 cited
  • 2014Digest of Education Statistics6,258 cited
  • 2009Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures4,855 cited
  • 2010Inside the Black Box: Raising Standards through Classroom Assessment4,228 cited
  • 2006Constructing 21st-Century Teacher Education2,592 cited
  • 2001Handbook of action research : participative inquiry and practice2,357 cited
  • 1993Inside/Outside: Teacher Research and Knowledge2,089 cited
  • 1996Authentic Achievement: Restructuring Schools for Intellectual Quality1,122 cited
  • 2001Crossing over to Canaan: the journey of new teachers in diverse classrooms961 cited
  • 2006How Should Research Contribute to Instructional Improvement? The Case of Lesson Study904 cited
  • 2018Culturally Responsive Teaching581 cited
  • 2008Experimenting With Teacher Professional Development: Motives and Methods576 cited

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  • 1995Equity pedagogy: An essential component of multicultural education544 cited
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