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Do Simulated Teaching Experiences Impact Elementary Preservice Teachers’ Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science?

Journal of teacher education, 2023-11, Vol.74 (5), p.422-436

2023

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Examining elementary science teachers' responses to assessments tasks designed to measure their content knowledge for teaching about matter and its interactions

Science education (Salem, Mass.), 2023-05, Vol.107 (3), p.572-608

2023

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Simulations as practice‐based spaces to support elementary teachers in learning how to facilitate argumentation‐focused science discussions

Journal of research in science teaching, 2020-11, Vol.57 (9), p.1356-1399

2020

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Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic

Disciplinary and Interdisciplinary Science Education Research, 2022-06, Vol.4 (1), p.23-23, Article 23

2022

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Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter

Journal of research in science teaching, 2024-08, Vol.61 (6), p.1389-1426

2024

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Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

Science education (Salem, Mass.), 2019-09, Vol.103 (5), p.1206-1234

2019

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Eliciting Learner Knowledge: Enabling Focused Practice through an Open-Source Online Tool

Behavioral sciences, 2022-09, Vol.12 (9), p.324

2022

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Approximations of practice as a framework for understanding authenticity in simulations of teaching

Journal of research on technology in education, 2021-01, Vol.53 (1), p.8-20

2021

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Using Videos as a Tool for Self-Reflection: The Nature of In-Service Elementary Teachers’ Reflections on Their Ability to Facilitate Argumentation-Focused Discussions in a Simulated Classroom

Journal of science education and technology, 2024-06, Vol.33 (3), p.316-332

2024

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How preservice and in‐service elementary teachers engage student avatars in scientific argumentation within a simulated classroom environment

Science education (Salem, Mass.), 2022-07, Vol.106 (4), p.980-1009

2022

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Using Performance Tasks within Simulated Environments to Assess Teachers' Ability to Engage in Coordinated, Accumulated, and Dynamic (CAD) Competencies

International journal of testing, 2019-04, Vol.19 (2), p.128-147

2019

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Authenticity perceptions in virtual environments

Information and learning science, 2021-08, Vol.122 (7/8), p.480-502

2021

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Elementary Preservice Teachers' Perceptions of Assessment Tasks that Measure Content Knowledge for Teaching about Matter

Journal of science teacher education, 2022-11, Vol.33 (8), p.910-937

2022

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Examining Variability in Elementary Science Teachers' Pedagogical Content Knowledge About Phase Change: Implications for Teacher Development and Assessment

Journal of science teacher education, 2021-05, Vol.32 (4), p.400-424

2021

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Using classroom observations to evaluate science teaching: Implications of lesson sampling for measuring science teaching effectiveness across lesson types

Science education (Salem, Mass.), 2019-01, Vol.103 (1), p.123-144

2019

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Examining the connection between preservice teachers’ discussion performance in a mixed reality teaching simulation with their self-reported goals and success in facilitating discussions

Computers & Education: X Reality, 2024-12, Vol.5, p.100071, Article 100071

2024

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Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions

Science education (Salem, Mass.), 2024-03, Vol.108 (2), p.546-580

2024

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Examining Preservice Elementary Teachers’ Answer Changing Behavior on a Content Knowledge for Teaching Science Assessment

Journal of science education and technology, 2022-08, Vol.31 (4), p.528-541

2022

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Understanding science teaching effectiveness: examining how science-specific and generic instructional practices relate to student achievement in secondary science classrooms

International journal of science education, 2017-12, Vol.39 (18), p.2594-2623

2017

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Teaching "NGSS"-Aligned Lessons in Science Classrooms

Science scope (Washington, D.C.), 2017-11, Vol.41 (3), p.59-66

2017

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Principled reasoning about problems of practice

Science education (Salem, Mass.), 2009-07, Vol.93 (4), p.678-686

2009

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Cacophony or Embarrassment of Riches: Building a System of Support for Quality Teaching

Journal of teacher education, 2011-09, Vol.62 (4), p.383-394

2011

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Inside the black box: How elementary teacher educators support preservice teachers in preparing for and learning from online simulated teaching experiences

Teaching and teacher education, 2023-02, Vol.122, p.103979, Article 103979

2023

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Designing Educative Curriculum Materials for Teacher Educators: Supporting Preservice Elementary Teachers’ Content Knowledge for Teaching About Matter and Its Interactions

International journal of science and mathematics education, 2024-02

2024

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Supporting elementary preservice teachers' content knowledge for teaching about matter and its interactions

Journal of research in science teaching, 2024-10

2024

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Do Simulated Teaching Experiences Impact Elementary Preservice Teachers’ Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science?

Examining elementary science teachers' responses to assessments tasks designed to measure their content knowledge for teaching about matter and its interactions

Simulations as practice‐based spaces to support elementary teachers in learning how to facilitate argumentation‐focused science discussions

Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic

Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

Eliciting Learner Knowledge: Enabling Focused Practice through an Open-Source Online Tool

Approximations of practice as a framework for understanding authenticity in simulations of teaching

Using Videos as a Tool for Self-Reflection: The Nature of In-Service Elementary Teachers’ Reflections on Their Ability to Facilitate Argumentation-Focused Discussions in a Simulated Classroom

How preservice and in‐service elementary teachers engage student avatars in scientific argumentation within a simulated classroom environment

Using Performance Tasks within Simulated Environments to Assess Teachers' Ability to Engage in Coordinated, Accumulated, and Dynamic (CAD) Competencies

Authenticity perceptions in virtual environments

Elementary Preservice Teachers' Perceptions of Assessment Tasks that Measure Content Knowledge for Teaching about Matter

Examining Variability in Elementary Science Teachers' Pedagogical Content Knowledge About Phase Change: Implications for Teacher Development and Assessment

Using classroom observations to evaluate science teaching: Implications of lesson sampling for measuring science teaching effectiveness across lesson types

Examining the connection between preservice teachers’ discussion performance in a mixed reality teaching simulation with their self-reported goals and success in facilitating discussions

Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions

Examining Preservice Elementary Teachers’ Answer Changing Behavior on a Content Knowledge for Teaching Science Assessment

Understanding science teaching effectiveness: examining how science-specific and generic instructional practices relate to student achievement in secondary science classrooms

Teaching "NGSS"-Aligned Lessons in Science Classrooms

Principled reasoning about problems of practice

Cacophony or Embarrassment of Riches: Building a System of Support for Quality Teaching

Inside the black box: How elementary teacher educators support preservice teachers in preparing for and learning from online simulated teaching experiences

Designing Educative Curriculum Materials for Teacher Educators: Supporting Preservice Elementary Teachers’ Content Knowledge for Teaching About Matter and Its Interactions

Supporting elementary preservice teachers' content knowledge for teaching about matter and its interactions

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