Elham Kazemi
Datos Biográficos
| ID | 1603545 |
|---|---|
| NOMBRE | Elham Kazemi |
| NOMBRES | Elham |
| APELLIDO | Kazemi |
| FIRMA | KAZEMI E |
| AFILIACIONES | University of Washington |
| ORCID | 0000-0002-5029-1147 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAS | 218 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2001 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2022 |
| ÍNDICE H | 7 |
Analysis of critical discourse in the novel "Ahdab Baghdad" based on "Farklaf" theory
The Fourth Wall of Professional Learning and Cultures of Collaboration
Recent innovations in professional development are rife with a wide array of efforts focused on teacher collaboration. In this essay, we address some of the unexamined assumptions about the nature and significance of interactions in teacher professional collaboration, drawing on the concept of the “fourth wall” from theater and film studies. The fourth wall is a term used to describe the invisible wall that separates actors from their audience. W…
Principal Leadership for School-Wide Transformation of Elementary Mathematics Teaching
Supporting teacher learning for normative change in classroom learning environments creates significant demands on principal leadership. We offer an analytic framework that aims to understand principal practice for instructional transformation. The framework examines how the principal’s conception of teacher learning shapes practice in relation to particular contexts and support systems. We illustrate the explanatory power of this framework by us…
Transitional Justice in Tunisia
∞ In response to criticisms pointed toward the liberal framework of transitional justice (TJ) and its detachment from local communities and norms, there has been a move toward ‘localism’ in the literature and practice of TJ. Recently, a call was made to incorporate Islamic principles and mechanisms into postconflict and post-transition efforts as a measure to increase the local legitimacy and ownership of TJ as well as its acceptance by the local…
Learning to facilitate discussions
An investigation of supporting teacher learning in the context of a common decomposition for leading mathematics discussions
Getting Inside Rehearsals
In recent years, work in practice-based teacher education has focused on identifying and elaborating how teacher educators (TEs) use pedagogies of enactment to learn in and from practice. However, research on these pedagogies is still in its early development. Building on prior analyses, this article elaborates a particular pedagogy of enactment, rehearsal, developed through a collaboration of elementary mathematics TEs across three institutions.…
Practice Makes Practice
In this article, we argue that teaching is and should be a central element to learning to teach, particularly as teacher education once again turns toward practice. From this perspective, we must elaborate how such a shift addresses the need to bridge the gap between knowledge for teaching and knowledge from teaching, between theory and practice, and among university courses and fieldwork. If the intent of such a shift is to fundamentally change …
Core Practices and Pedagogies of Teacher Education
Currently, the field of teacher education is undergoing a major shift-a turn away from a predominant focus on specifying the necessary knowledge for teaching toward specifying teaching practices that entail knowledge and doing. In this article, the authors suggest that current work on K-12 core teaching practices has the potential to shift teacher education toward the practice of teaching. However, the authors argue that to realize this vision we…
Keeping It Complex
We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call "rehearsal." Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novice…
Conceptualizing the Work of Leading Mathematical Tasks in Professional Development
Filling the knowledge gap in the limited research on professional development leaders is an urgent issue if teacher learning is to be improved. This research and development project is studying how leaders learn to cultivate mathematically rich professional development environments. The authors adapted two frameworks from classroom-based research-sociomathematical norms and practices for orchestrating productive discussion-to support leaders' und…
What Are You and Where Are You From?”
Although most educators would agree that enacting cultural relevance in the classroom is always a complex process, we have too few examples in the research literature of what that complexity looks like and how it plays out in highly diverse classrooms. Drawing on a range of qualitative data sources, this case study examines how one teacher's interpretation of culturally relevant pedagogy bumped up against children's ideas about their own and othe…
New Directions for the Design and Study of Professional Development
Research on professional development (PD) typically focuses on what teachers learn as a result of their participation in PD. Questions are framed unidirectionally: To what extent does participation in PD affect teachers' classroom practice? The authors challenge this unidirectional conceptualization of teacher learning and instead argue for understanding the multidirectional influences between teachers' participation across the PD and classroom s…
Teacher Learning in Mathematics
Learning to Teach Mathematics
great strides in developing theories and re-search-based evidence about how to teach elemen-tary school mathematics in a way that develops students ' mathematical understanding. Much of this progress has grown out of research projects that engage teachers in learning to teach mathemiatics. These projects have not only shown what is possible for teachers and students but have also provided in-sight into how to support teachers in their own leamn-i…
Core Practices and Pedagogies of Teacher Education
Currently, the field of teacher education is undergoing a major shift-a turn away from a predominant focus on specifying the necessary knowledge for teaching toward specifying teaching practices that entail knowledge and doing. In this article, the authors suggest that current work on K-12 core teaching practices has the potential to shift teacher education toward the practice of teaching. However, the authors argue that to realize this vision we…
Keeping It Complex
We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call "rehearsal." Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novice…
Getting Inside Rehearsals
In recent years, work in practice-based teacher education has focused on identifying and elaborating how teacher educators (TEs) use pedagogies of enactment to learn in and from practice. However, research on these pedagogies is still in its early development. Building on prior analyses, this article elaborates a particular pedagogy of enactment, rehearsal, developed through a collaboration of elementary mathematics TEs across three institutions.…
New Directions for the Design and Study of Professional Development
Research on professional development (PD) typically focuses on what teachers learn as a result of their participation in PD. Questions are framed unidirectionally: To what extent does participation in PD affect teachers' classroom practice? The authors challenge this unidirectional conceptualization of teacher learning and instead argue for understanding the multidirectional influences between teachers' participation across the PD and classroom s…
Learning to Teach Mathematics
great strides in developing theories and re-search-based evidence about how to teach elemen-tary school mathematics in a way that develops students ' mathematical understanding. Much of this progress has grown out of research projects that engage teachers in learning to teach mathemiatics. These projects have not only shown what is possible for teachers and students but have also provided in-sight into how to support teachers in their own leamn-i…
Practice Makes Practice
In this article, we argue that teaching is and should be a central element to learning to teach, particularly as teacher education once again turns toward practice. From this perspective, we must elaborate how such a shift addresses the need to bridge the gap between knowledge for teaching and knowledge from teaching, between theory and practice, and among university courses and fieldwork. If the intent of such a shift is to fundamentally change …
The Fourth Wall of Professional Learning and Cultures of Collaboration
Recent innovations in professional development are rife with a wide array of efforts focused on teacher collaboration. In this essay, we address some of the unexamined assumptions about the nature and significance of interactions in teacher professional collaboration, drawing on the concept of the “fourth wall” from theater and film studies. The fourth wall is a term used to describe the invisible wall that separates actors from their audience. W…
What Are You and Where Are You From?”
Although most educators would agree that enacting cultural relevance in the classroom is always a complex process, we have too few examples in the research literature of what that complexity looks like and how it plays out in highly diverse classrooms. Drawing on a range of qualitative data sources, this case study examines how one teacher's interpretation of culturally relevant pedagogy bumped up against children's ideas about their own and othe…
Learning to facilitate discussions
Conceptualizing the Work of Leading Mathematical Tasks in Professional Development
Filling the knowledge gap in the limited research on professional development leaders is an urgent issue if teacher learning is to be improved. This research and development project is studying how leaders learn to cultivate mathematically rich professional development environments. The authors adapted two frameworks from classroom-based research-sociomathematical norms and practices for orchestrating productive discussion-to support leaders' und…
Principal Leadership for School-Wide Transformation of Elementary Mathematics Teaching
Supporting teacher learning for normative change in classroom learning environments creates significant demands on principal leadership. We offer an analytic framework that aims to understand principal practice for instructional transformation. The framework examines how the principal’s conception of teacher learning shapes practice in relation to particular contexts and support systems. We illustrate the explanatory power of this framework by us…
Transitional Justice in Tunisia
∞ In response to criticisms pointed toward the liberal framework of transitional justice (TJ) and its detachment from local communities and norms, there has been a move toward ‘localism’ in the literature and practice of TJ. Recently, a call was made to incorporate Islamic principles and mechanisms into postconflict and post-transition efforts as a measure to increase the local legitimacy and ownership of TJ as well as its acceptance by the local…
Learning to Teach Mathematics
great strides in developing theories and re-search-based evidence about how to teach elemen-tary school mathematics in a way that develops students ' mathematical understanding. Much of this progress has grown out of research projects that engage teachers in learning to teach mathemiatics. These projects have not only shown what is possible for teachers and students but have also provided in-sight into how to support teachers in their own leamn-i…
Teacher Learning in Mathematics
What Are You and Where Are You From?”
Although most educators would agree that enacting cultural relevance in the classroom is always a complex process, we have too few examples in the research literature of what that complexity looks like and how it plays out in highly diverse classrooms. Drawing on a range of qualitative data sources, this case study examines how one teacher's interpretation of culturally relevant pedagogy bumped up against children's ideas about their own and othe…
New Directions for the Design and Study of Professional Development
Research on professional development (PD) typically focuses on what teachers learn as a result of their participation in PD. Questions are framed unidirectionally: To what extent does participation in PD affect teachers' classroom practice? The authors challenge this unidirectional conceptualization of teacher learning and instead argue for understanding the multidirectional influences between teachers' participation across the PD and classroom s…
Conceptualizing the Work of Leading Mathematical Tasks in Professional Development
Filling the knowledge gap in the limited research on professional development leaders is an urgent issue if teacher learning is to be improved. This research and development project is studying how leaders learn to cultivate mathematically rich professional development environments. The authors adapted two frameworks from classroom-based research-sociomathematical norms and practices for orchestrating productive discussion-to support leaders' und…
Core Practices and Pedagogies of Teacher Education
Currently, the field of teacher education is undergoing a major shift-a turn away from a predominant focus on specifying the necessary knowledge for teaching toward specifying teaching practices that entail knowledge and doing. In this article, the authors suggest that current work on K-12 core teaching practices has the potential to shift teacher education toward the practice of teaching. However, the authors argue that to realize this vision we…
Keeping It Complex
We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call "rehearsal." Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novice…
Practice Makes Practice
In this article, we argue that teaching is and should be a central element to learning to teach, particularly as teacher education once again turns toward practice. From this perspective, we must elaborate how such a shift addresses the need to bridge the gap between knowledge for teaching and knowledge from teaching, between theory and practice, and among university courses and fieldwork. If the intent of such a shift is to fundamentally change …
Getting Inside Rehearsals
In recent years, work in practice-based teacher education has focused on identifying and elaborating how teacher educators (TEs) use pedagogies of enactment to learn in and from practice. However, research on these pedagogies is still in its early development. Building on prior analyses, this article elaborates a particular pedagogy of enactment, rehearsal, developed through a collaboration of elementary mathematics TEs across three institutions.…
Transitional Justice in Tunisia
∞ In response to criticisms pointed toward the liberal framework of transitional justice (TJ) and its detachment from local communities and norms, there has been a move toward ‘localism’ in the literature and practice of TJ. Recently, a call was made to incorporate Islamic principles and mechanisms into postconflict and post-transition efforts as a measure to increase the local legitimacy and ownership of TJ as well as its acceptance by the local…
Learning to facilitate discussions
An investigation of supporting teacher learning in the context of a common decomposition for leading mathematics discussions
Analysis of critical discourse in the novel "Ahdab Baghdad" based on "Farklaf" theory
The Fourth Wall of Professional Learning and Cultures of Collaboration
Recent innovations in professional development are rife with a wide array of efforts focused on teacher collaboration. In this essay, we address some of the unexamined assumptions about the nature and significance of interactions in teacher professional collaboration, drawing on the concept of the “fourth wall” from theater and film studies. The fourth wall is a term used to describe the invisible wall that separates actors from their audience. W…
Principal Leadership for School-Wide Transformation of Elementary Mathematics Teaching
Supporting teacher learning for normative change in classroom learning environments creates significant demands on principal leadership. We offer an analytic framework that aims to understand principal practice for instructional transformation. The framework examines how the principal’s conception of teacher learning shapes practice in relation to particular contexts and support systems. We illustrate the explanatory power of this framework by us…
Pedagogy (13 obras) · Psychology (12 obras) · Mathematics education (11 obras) · Teacher Education and Leadership Studies (11 obras) · Sociology (9 obras) · Computer Science (7 obras) · Mathematics Education and Teaching Techniques (7 obras) · Political science (7 obras) · Teaching method (5 obras) · Educator Training and Historical Pedagogy (4 obras)