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Exploring the role of coherence in science teachers’ sensemaking of science‐specific formative assessment in professional development

Science education (Salem, Mass.), 2020-05, Vol.104 (3), p.581-604

Heredia, Sara C.

2020

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Exploring the influence of learning progressions in two teacher communities

Journal of research in science teaching, 2014-10, Vol.51 (8), p.982-1020

2014

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Teaching & learning in makerspaces: equipping teachers to become justice-oriented maker-educators

The Journal of educational research (Washington, D.C.), 2021-05, Vol.114 (2), p.171-182

2021

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Reframing Organizational Contexts from Barriers to Levers for Teacher Learning in Science Education Reform

Journal of science teacher education, 2021-02, Vol.32 (2), p.148-166

2021

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Teachers' formative assessment abilities and their relationship to student learning: findings from a four-year intervention study

Instructional science, 2016-06, Vol.44 (3), p.267-291

2016

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Supporting Teachers’ Formative Assessment Practice With Learning Progressions

Furtak, Erin Marie

1, 2017

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Exploring alignment among learning progressions, teacher-designed formative assessment tasks, and student growth: Results of a four-year study

Applied measurement in education, 2018-04, Vol.31 (2), p.143-156

2018

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Identifying the Roles of Science Teacher Leaders in Practice

Journal of science teacher education, 2024-02, Vol.ahead-of-print (ahead-of-print), p.1-18

2024

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Science Teachers' Representations of Classroom Practice in the Process of Formative Assessment Design

Journal of science teacher education, 2016-11, Vol.27 (7), p.697-716

2016

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A Matter of Choice: Opportunities for Informal Science Institutions to Support Science Teacher Induction

Journal of science teacher education, 2017-01, Vol.28 (6), p.549-565

2017

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The NGSS-ification of Too Slow to Notice: How to Turn Any Unit Into a Phenomena- Based, Student-Driven Investigation

Science scope (Washington, D.C.), 2018-02, Vol.41 (6), p.45-54

2018

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A VIRTUOUS CYCLE: Using the Formative Assessment Design Cycle to support the NGSS

The Science teacher (National Science Teachers Association), 2016-02, Vol.83 (2), p.36-41

2016

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A bird in the cage is worth two in a bush: Enhance your activities to engage students in science practices

Science scope (Washington, D.C.), 2016-09, Vol.40 (1), p.66-71

2016

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Balancing Individual and Collective Agency in Informal STEM Learning Experiences

Connected Science Learning, 2021-01, Vol.3 (1)

2021

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Supporting a Museum-Based Network of Science Teacher Leaders

Connected Science Learning, 2022-05, Vol.4 (3)

2022

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THE NGSS-IFICATION OF TOO SLOW TO NOTICE

Science scope (Washington, D.C.), 2018-02, Vol.41 (6), p.45-54

2018

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A Hub for STEM Learning

Connected Science Learning, 2016-11, Vol.1 (2)

2016

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A Virtuous Cycle

The Science teacher (National Science Teachers Association), 2016-02, Vol.83 (2), p.36

2016

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A bird in the cage is worth two in a bush

Science scope (Washington, D.C.), 2016-09, Vol.40 (1), p.66

2016

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Professional Learning Environment: The Formative Assessment Design Cycle

Supporting Teachers’ Formative Assessment Practice With Learning Progressions, 2018, p.51-66

Heredia, Sara C.

1, 2018

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Participants and Professional Learning Communities

Supporting Teachers’ Formative Assessment Practice With Learning Progressions, 2018, p.39-49

Heredia, Sara C.

1, 2018

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Design-Based Implementation Research as an Approach to Studying Teacher Learning in Research-Practice Partnerships Focused on Equity

Teacher Learning in Changing Contexts, 2023, Vol.1, p.217-237

1, 2023

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Learning in and Through Researcher-Teacher Collaboration

Handbook of Research on Science Teacher Education, 2022, p.452-464

1, 2022

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Formative Assessment Classroom Practices

Supporting Teachers’ Formative Assessment Practice With Learning Progressions, 2018, p.89-107

1, 2018

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Cross-Case Analyses

Supporting Teachers’ Formative Assessment Practice With Learning Progressions, 2018, p.123-137

1, 2018

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Exploring the role of coherence in science teachers’ sensemaking of science‐specific formative assessment in professional development

Exploring the influence of learning progressions in two teacher communities

Teaching & learning in makerspaces: equipping teachers to become justice-oriented maker-educators

Reframing Organizational Contexts from Barriers to Levers for Teacher Learning in Science Education Reform

Teachers' formative assessment abilities and their relationship to student learning: findings from a four-year intervention study

Supporting Teachers’ Formative Assessment Practice With Learning Progressions

Exploring alignment among learning progressions, teacher-designed formative assessment tasks, and student growth: Results of a four-year study

Identifying the Roles of Science Teacher Leaders in Practice

Science Teachers' Representations of Classroom Practice in the Process of Formative Assessment Design

A Matter of Choice: Opportunities for Informal Science Institutions to Support Science Teacher Induction

The NGSS-ification of Too Slow to Notice: How to Turn Any Unit Into a Phenomena- Based, Student-Driven Investigation

A VIRTUOUS CYCLE: Using the Formative Assessment Design Cycle to support the NGSS

A bird in the cage is worth two in a bush: Enhance your activities to engage students in science practices

Balancing Individual and Collective Agency in Informal STEM Learning Experiences

Supporting a Museum-Based Network of Science Teacher Leaders

THE NGSS-IFICATION OF TOO SLOW TO NOTICE

A Hub for STEM Learning

A Virtuous Cycle

A bird in the cage is worth two in a bush

Professional Learning Environment: The Formative Assessment Design Cycle

Participants and Professional Learning Communities

Design-Based Implementation Research as an Approach to Studying Teacher Learning in Research-Practice Partnerships Focused on Equity

Learning in and Through Researcher-Teacher Collaboration

Formative Assessment Classroom Practices

Cross-Case Analyses

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