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Teaching Practice: A Cross-Professional Perspective

Teachers College record (1970), 2009-09, Vol.111 (9), p.2055-2100

2009

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Back to the Future: Directions for Research in Teaching and Teacher Education

American educational research journal, 2008-03, Vol.45 (1), p.184-205

2008

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Teaching Core Practices in Teacher Education

Harvard Education Press, 2018

Grossman, Pam, Ed

2018

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MAKING THE COMPLEX WORK OF TEACHING VISIBLE

Phi Delta Kappan, 2020-03, Vol.101 (6), p.8-13

Grossman, Pam

2020

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Making the complex work of teaching visible

Phi Delta Kappan, 2020-03, Vol.101 (6), p.1-1

Grossman, Pam

2020

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Respecting complexity in measures of teaching: Keeping students and schools in focus

Teaching and teacher education, 2016-04, Vol.55, p.308-317

2016

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Redefining teaching, re-imagining teacher education

Teachers and teaching, theory and practice, 2009-04, Vol.15 (2), p.273-289

2009

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Responding to Our Critics: From Crisis to Opportunity in Research on Teacher Education

Journal of teacher education, 2008-01, Vol.59 (1), p.10-23

Grossman, Pam

2008

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Learning from curriculum materials: Scaffolds for new teachers?

Teaching and teacher education, 2008-11, Vol.24 (8), p.2014-2026

2008

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Framework for Teaching Practice: A Brief History of an Idea

Teachers College record (1970), 2011-12, Vol.113 (12), p.2836-2843

Grossman, Pam

2011

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Facilitating decomposition and recomposition in practice-based teacher education: The power of modularity

Teaching and teacher education, 2015-10, Vol.51, p.137-146

2015

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Surveying the Landscape of Teacher Education in New York City: Constrained Variation and the Challenge of Innovation

Educational evaluation and policy analysis, 2008-12, Vol.30 (4), p.319-343

2008

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Learning to Look Beyond the Boundaries of Representation: Using Technology to Examine Teaching (Overview for a Digital Exhibition: Learning From the Practice of Teaching)

Journal of teacher education, 2009-01, Vol.60 (1), p.70-85

2009

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Negotiating a common language and shared understanding about core practices: The case of discussion

Teaching and teacher education, 2019-04, Vol.80, p.157-166

2019

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Learning from Teacher Observations: Challenges and Opportunities Posed by New Teacher Evaluation Systems

Harvard educational review, 2013-07, Vol.83 (2), p.371-384

2013

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The Test Matters: The Relationship Between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment

Educational researcher, 2014-08, Vol.43 (6), p.293-303

2014

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Measure for Measure: The Relationship between Measures of Instructional Practice in Middle School English Language Arts and Teachers’ Value-Added Scores

American journal of education, 2013-05, Vol.119 (3), p.445-470

2013

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The Influence of School Administrators on Teacher Retention Decisions

American educational research journal, 2011-04, Vol.48 (2), p.303-333

2011

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Core practices for project-based learning: Learning from experienced practitioners in the United States

Teaching and teacher education, 2023-10, Vol.133, p.104275, Article 104275

2023

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Learning to facilitate discussions: Collaborations in practice-based teacher education

Teaching and teacher education, 2019-05, Vol.81, p.97-99

2019

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Preparing teachers for project-based teaching

Phi Delta Kappan, 2019-04, Vol.100 (7), p.43-48

2019

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Alternative routes to teaching: Mapping the new landscape of teacher education

Harvard Education Press, 2008

2008

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Leveraging Observation Tools for Instructional Improvement: Exploring Variability in Uptake of Ambitious Instructional Practices

Teachers College record (1970), 2016, Vol.118 (11), p.1-36

2016

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Core Practices for Project-Based Learning: A Guide for Teachers and Leaders. Core Practices in Education Series

Harvard Education Press, 2021

2021

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Complex Interactions in Student Teaching: Lost Opportunities for Learning

Journal of teacher education, 2009-05, Vol.60 (3), p.304-322

2009

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Teaching Practice: A Cross-Professional Perspective

Back to the Future: Directions for Research in Teaching and Teacher Education

Teaching Core Practices in Teacher Education

MAKING THE COMPLEX WORK OF TEACHING VISIBLE

Making the complex work of teaching visible

Respecting complexity in measures of teaching: Keeping students and schools in focus

Redefining teaching, re-imagining teacher education

Responding to Our Critics: From Crisis to Opportunity in Research on Teacher Education

Learning from curriculum materials: Scaffolds for new teachers?

Framework for Teaching Practice: A Brief History of an Idea

Facilitating decomposition and recomposition in practice-based teacher education: The power of modularity

Surveying the Landscape of Teacher Education in New York City: Constrained Variation and the Challenge of Innovation

Learning to Look Beyond the Boundaries of Representation: Using Technology to Examine Teaching (Overview for a Digital Exhibition: Learning From the Practice of Teaching)

Negotiating a common language and shared understanding about core practices: The case of discussion

Learning from Teacher Observations: Challenges and Opportunities Posed by New Teacher Evaluation Systems

The Test Matters: The Relationship Between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment

Measure for Measure: The Relationship between Measures of Instructional Practice in Middle School English Language Arts and Teachers’ Value-Added Scores

The Influence of School Administrators on Teacher Retention Decisions

Core practices for project-based learning: Learning from experienced practitioners in the United States

Learning to facilitate discussions: Collaborations in practice-based teacher education

Preparing teachers for project-based teaching

Alternative routes to teaching: Mapping the new landscape of teacher education

Leveraging Observation Tools for Instructional Improvement: Exploring Variability in Uptake of Ambitious Instructional Practices

Core Practices for Project-Based Learning: A Guide for Teachers and Leaders. Core Practices in Education Series

Complex Interactions in Student Teaching: Lost Opportunities for Learning

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