Developing knowledge-in-action with a learning progression: Sequential analysis of teachers' questions and responses to student ideas
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DOI: 10.1016/j.tate.2018.06.001
Abstract: Abstract Researchers have argued that teachers' knowledge can be evidenced by the ways they elicit and respond to student ideas. We analyze data from a four-year study of nine high school teachers who designed formative… read more here.
Keywords: student ideas; student; learning progression; sequential analysis ... See more keywords