Elizabeth Schiavone Gotwalt
Datos Biográficos
| ID | 2410496 |
|---|---|
| NOMBRE | Elizabeth Schiavone Gotwalt |
| NOMBRES | Elizabeth Schiavone |
| APELLIDO | Gotwalt |
| FIRMA | GOTWALT E S |
| AFILIACIONES | University of Maryland, College Park |
| ORCID | 0000-0003-2626-6117 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAS | 9 |
| OBRAS COMO AUTOR | 7 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Learning to let go
While teacher education researchers debate whether organizing teacher learning opportunities around practices sidelines pedagogical reasoning, limited empirical research has investigated this concern. Using video stimulated recall interviews (VSRI) with grades 4–8 literacy teachers across their engagement in a two-year, practice-based, professional development (PBPD) program focused on facilitating text-based discussions, this study investigates …
Differentiating Between Core Practices and Best Practices
Background: In 2008, Grossman and McDonald called for the development of a common language of “core practices” for describing the practice of teaching. They argued that a shared language of practice would help teacher educators and teachers work together on practice and develop nuanced, complex, and shared conceptualizations of instruction. Purpose: This article interrogates the claim that core practices promote shared language development by inv…
Practice-based coaching for project-based teaching
Noticing structural inequities in classroom discussions
Putting the purpose in practice
Preparing in Advance to Respond in-the-Moment
Despite warrants for classroom discussion, research consistently finds that discussions in K-12 classrooms remain rare. Our research investigates whether and in what ways practice-based teacher learning opportunities focused on discussion facilitation influence opportunities for student talk. Grounded in data from a job-embedded professional development program for fourth- to eighth-grade literacy teachers, we analyzed videos of teachers co-plann…
Becoming coaches
Putting the purpose in practice
Becoming coaches
Practice-based coaching for project-based teaching
Noticing structural inequities in classroom discussions
Preparing in Advance to Respond in-the-Moment
Despite warrants for classroom discussion, research consistently finds that discussions in K-12 classrooms remain rare. Our research investigates whether and in what ways practice-based teacher learning opportunities focused on discussion facilitation influence opportunities for student talk. Grounded in data from a job-embedded professional development program for fourth- to eighth-grade literacy teachers, we analyzed videos of teachers co-plann…
Becoming coaches
Putting the purpose in practice
Preparing in Advance to Respond in-the-Moment
Despite warrants for classroom discussion, research consistently finds that discussions in K-12 classrooms remain rare. Our research investigates whether and in what ways practice-based teacher learning opportunities focused on discussion facilitation influence opportunities for student talk. Grounded in data from a job-embedded professional development program for fourth- to eighth-grade literacy teachers, we analyzed videos of teachers co-plann…
Practice-based coaching for project-based teaching
Noticing structural inequities in classroom discussions
Differentiating Between Core Practices and Best Practices
Background: In 2008, Grossman and McDonald called for the development of a common language of “core practices” for describing the practice of teaching. They argued that a shared language of practice would help teacher educators and teachers work together on practice and develop nuanced, complex, and shared conceptualizations of instruction. Purpose: This article interrogates the claim that core practices promote shared language development by inv…
Learning to let go
While teacher education researchers debate whether organizing teacher learning opportunities around practices sidelines pedagogical reasoning, limited empirical research has investigated this concern. Using video stimulated recall interviews (VSRI) with grades 4–8 literacy teachers across their engagement in a two-year, practice-based, professional development (PBPD) program focused on facilitating text-based discussions, this study investigates …
Teacher Education and Leadership Studies (7 obras) · Mathematics education (6 obras) · Pedagogy (6 obras) · Psychology (6 obras) · Sociology (5 obras) · Teacher education (5 obras) · Teacher Preparation (4 obras) · Collaborative Teaching and Inclusion (3 obras) · Qualitative research (3 obras) · Computer Science (2 obras)