Hannah Sevian
Datos Biográficos
| ID | 6511523 |
|---|---|
| NOMBRE | Hannah Sevian |
| NOMBRES | Hannah |
| APELLIDO | Sevian |
| FIRMA | SEVIAN H |
| AFILIACIONES | University of Massachusetts Boston |
| ORCID | 0000-0001-7378-6786 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 4 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Inviting Conversations in Discipline‐Based Science Education
A scholarly journal is a space for a community of researchers and practitioners to engage in conversations that expand knowledge, practice, and impact of a field. The new section of Science Education entitled “Discipline-Based Science Education” invites conversations within and among science education research communities that identify as “discipline-based.” Connections with disciplinary subfields such as biology, chemistry, physics, environmenta…
Teacher dilemmas as sources of change and development
Dilemmas are inherent to the teaching profession and can be characterized as conceptual, pedagogical, cultural, or political. To analyze these dilemmas as growth points for teacher development, this multiple-case study explores the activity-theoretical conceptualization of contradictions as sources of change. Data were analyzed from seven diverse teachers who taught math or science in high-need elementary, middle, or secondary schools. The study …
Conceptual Profile of Substance
Characterizing the formative assessment enactment of experienced science teachers
Teachers' use of formative assessment (FA) has been shown to improve student outcomes; however, teachers enact FA in many ways. We examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers. We developed a coding scheme through a validation‐in‐use approach to characterize teachers' practices using three streams of data that included tea…
Teacher dilemmas as sources of change and development
Dilemmas are inherent to the teaching profession and can be characterized as conceptual, pedagogical, cultural, or political. To analyze these dilemmas as growth points for teacher development, this multiple-case study explores the activity-theoretical conceptualization of contradictions as sources of change. Data were analyzed from seven diverse teachers who taught math or science in high-need elementary, middle, or secondary schools. The study …
Conceptual Profile of Substance
Characterizing the formative assessment enactment of experienced science teachers
Teachers' use of formative assessment (FA) has been shown to improve student outcomes; however, teachers enact FA in many ways. We examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers. We developed a coding scheme through a validation‐in‐use approach to characterize teachers' practices using three streams of data that included tea…
Teacher dilemmas as sources of change and development
Dilemmas are inherent to the teaching profession and can be characterized as conceptual, pedagogical, cultural, or political. To analyze these dilemmas as growth points for teacher development, this multiple-case study explores the activity-theoretical conceptualization of contradictions as sources of change. Data were analyzed from seven diverse teachers who taught math or science in high-need elementary, middle, or secondary schools. The study …
Inviting Conversations in Discipline‐Based Science Education
A scholarly journal is a space for a community of researchers and practitioners to engage in conversations that expand knowledge, practice, and impact of a field. The new section of Science Education entitled “Discipline-Based Science Education” invites conversations within and among science education research communities that identify as “discipline-based.” Connections with disciplinary subfields such as biology, chemistry, physics, environmenta…
Mathematics education (3 obras) · Pedagogy (3 obras) · Psychology (3 obras) · Sociology (3 obras) · Conceptual change (2 obras) · Formative assessment (2 obras) · Science education (2 obras) · Science Education and Pedagogy (2 obras) · Teacher Education and Leadership Studies (2 obras) · Chemistry (1 obras)