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There are 21203 results for: content related to: Exploring the influence of learning progressions in two teacher communities

  1. Linking a learning progression for natural selection to teachers' enactment of formative assessment

    Journal of Research in Science Teaching

    Volume 49, Issue 9, November 2012, Pages: 1181–1210, Erin Marie Furtak

    Version of Record online : 3 OCT 2012, DOI: 10.1002/tea.21054

  2. Investigating the Link Between Learning Progressions and Classroom Assessment

    Science Education

    Volume 98, Issue 4, July 2014, Pages: 640–673, ERIN MARIE FURTAK, DEB MORRISON and HEIDI KROOG

    Version of Record online : 18 JUN 2014, DOI: 10.1002/sce.21122

  3. Exploring prospective teachers' assessment practices: Noticing and interpreting student understanding in the assessment of written work

    Journal of Research in Science Teaching

    Volume 52, Issue 5, May 2015, Pages: 585–609, Vicente Talanquer, Molly Bolger and Debra Tomanek

    Version of Record online : 27 FEB 2015, DOI: 10.1002/tea.21209

  4. Developing learning progression-based teacher knowledge measures

    Journal of Research in Science Teaching

    Volume 52, Issue 9, November 2015, Pages: 1269–1295, Hui Jin, HyoJeong Shin, Michele E Johnson, JinHo Kim and Charles W. Anderson

    Version of Record online : 15 APR 2015, DOI: 10.1002/tea.21243

  5. Making students' thinking explicit in writing and discussion: An analysis of formative assessment prompts

    Science Education

    Volume 92, Issue 5, September 2008, Pages: 799–824, Erin Marie Furtak and Maria Araceli Ruiz-Primo

    Version of Record online : 29 FEB 2008, DOI: 10.1002/sce.20270

  6. A learning progression should address regression: Insights from developing non-linear reasoning in ecology

    Journal of Research in Science Teaching

    Tasos Hovardas

    Version of Record online : 2 JUN 2016, DOI: 10.1002/tea.21330

  7. Taking advantage of automated assessment of student-constructed graphs in science

    Journal of Research in Science Teaching

    Volume 52, Issue 10, December 2015, Pages: 1426–1450, Jonathan M. Vitale, Kevin Lai and Marcia C. Linn

    Version of Record online : 2 MAY 2015, DOI: 10.1002/tea.21241

  8. Identifying a core set of science teaching practices: A delphi expert panel approach

    Journal of Research in Science Teaching

    Volume 51, Issue 9, November 2014, Pages: 1185–1217, Matthew Kloser

    Version of Record online : 12 SEP 2014, DOI: 10.1002/tea.21171

  9. Enhancing student explanations of evolution: Comparing elaborating and competing theory prompts

    Journal of Research in Science Teaching

    Dermot F. Donnelly, Bahadir Namdar, Jonathan M. Vitale, Kevin Lai and Marcia C. Linn

    Version of Record online : 2 JUN 2016, DOI: 10.1002/tea.21331

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    Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry

    Journal of Research in Science Teaching

    Volume 44, Issue 1, January 2007, Pages: 57–84, Maria Araceli Ruiz-Primo and Erin Marie Furtak

    Version of Record online : 8 DEC 2006, DOI: 10.1002/tea.20163

  11. Formative Assessment: A Meta-Analysis and a Call for Research

    Educational Measurement: Issues and Practice

    Volume 30, Issue 4, Winter 2011, Pages: 28–37, Neal Kingston and Brooke Nash

    Version of Record online : 23 DEC 2011, DOI: 10.1111/j.1745-3992.2011.00220.x

    Corrected by:

    Erratum: Erratum

    Vol. 34, Issue 3, 49, Version of Record online: 5 SEP 2015

    Corrected by:

    Erratum: Erratum

    Vol. 34, Issue 2, 55, Version of Record online: 18 JUN 2015

  12. The science classroom as a site of epistemic talk: A case study of a teacher's attempts to teach science based on argument

    Journal of Research in Science Teaching

    Volume 51, Issue 10, December 2014, Pages: 1275–1300, Andri Christodoulou and Jonathan Osborne

    Version of Record online : 13 AUG 2014, DOI: 10.1002/tea.21166

  13. Potential teachers' appropriate and inappropriate application of pedagogical resources in a model-based physics course: A “knowledge in pieces” perspective on teacher learning

    Journal of Research in Science Teaching

    Volume 50, Issue 9, November 2013, Pages: 1098–1126, Danielle B. Harlow, Julie A. Bianchini, Lauren H. Swanson and Hilary A. Dwyer

    Version of Record online : 13 SEP 2013, DOI: 10.1002/tea.21108

  14. Preservice elementary teachers' views of their students' prior knowledge of science

    Journal of Research in Science Teaching

    Volume 45, Issue 4, April 2008, Pages: 497–523, Valerie K. Otero and Mitchell J. Nathan

    Version of Record online : 24 JAN 2008, DOI: 10.1002/tea.20229

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    Grappling with long-term learning in science: A qualitative study of teachers' views of developmentally oriented instruction

    Journal of Research in Science Teaching

    Volume 52, Issue 8, October 2015, Pages: 1163–1187, Jonathan T. Shemwell, Shirly Avargil and Daniel K. Capps

    Version of Record online : 2 MAY 2015, DOI: 10.1002/tea.21239

  16. You have free access to this content
    The missing disciplinary substance of formative assessment

    Journal of Research in Science Teaching

    Volume 48, Issue 10, December 2011, Pages: 1109–1136, Janet E. Coffey, David Hammer, Daniel M. Levin and Terrance Grant

    Version of Record online : 7 SEP 2011, DOI: 10.1002/tea.20440

  17. Supporting Preservice Science Teachers' Ability to Attend and Respond to Student Thinking by Design

    Science Education

    Volume 99, Issue 5, September 2015, Pages: 863–895, HOSUN KANG and CHARLES W. ANDERSON

    Version of Record online : 14 JUL 2015, DOI: 10.1002/sce.21182

  18. Meta-Analytic Methodology and Inferences About the Efficacy of Formative Assessment

    Educational Measurement: Issues and Practice

    Volume 31, Issue 4, Winter 2012, Pages: 13–17, Derek C. Briggs, Maria Araceli Ruiz-Primo, Erin Furtak, Lorrie Shepard and Yue Yin

    Version of Record online : 25 DEC 2012, DOI: 10.1111/j.1745-3992.2012.00251.x

  19. Early elementary students’ understanding of complex ecosystems: A learning progression approach

    Journal of Research in Science Teaching

    Hayat Hokayem and Amelia Wenk Gotwals

    Version of Record online : 17 JUN 2016, DOI: 10.1002/tea.21336

  20. Empirical refinements of a molecular genetics learning progression: The molecular constructs

    Journal of Research in Science Teaching

    Amber Todd and Lisa Kenyon

    Version of Record online : 18 JUN 2015, DOI: 10.1002/tea.21262