Gaea Leinhardt
Biographic Data
| ID | 100570 |
|---|---|
| NAME | Gaea Leinhardt |
| GIVEN NAMES | Gaea |
| FAMILY NAME | Leinhardt |
| SIGNATURE | LEINHARDT G |
| AFFILIATIONS | University of Pittsburgh |
| VERIFIED | No |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 75 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1975 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 5 |
Teaching and Learning in History
Contents: Preface. M.G. McKeown, I.L. Beck, Making Sense of Accounts of History: Why Young Students Don't and How They Might. O. Hallden, On the Paradox of Understanding History in an Educational Setting. M.A. Britt, J-F. Rouet, M.C. Georgi, C.A. Perfetti, Learning from History Texts: From Causal Analysis to Argument Models. S.S. Wineburg, The Cognitive Representation of Historical Texts. S. Greene, Students as Authors in the Study of History. R.…
Finnish Patience
Traversing Terrains of Teaching Practice
Learning From the Birmingham Civil Rights Institute: Documenting Teacher Development
This study explores the extent to which experiences designed to help preservice teachers take advantage of the Birmingham Civil Rights Institute moved them to acquire deeper knowledge of the Civil Rights Movement. The pre-service teachers came from two teacher education programs that differ with respect to situated activity, discourse communities, and authentic practice. Before and after a visiting the museum, undergraduate preservice teachers (n…
Arithmetic as Serious Mathematics
Weaving instructional explanations in history
This paper contributes to a growing body of research on the study of classroom learning and instruction in specific subject matter areas. It addresses the broad issue of the nature of and occasions for instructional explanations in history. Based on a study that traced the classroom instruction of one exemplary US history teacher for an entire semester, the paper presents a typology of instructional explanations in this discipline. Analysis of th…
"Evaluating "The New Handbook of Teacher Evaluation
Capturing Craft Knowledge in Teaching
This exploration raises some problems and poses some solutions in identifying the craft knowledge of teaching. Craft knowledge, or wisdom of practice, is one important component in the design and validation of new national teacher assessments. The prototype assessment exercises for national board certification are one site in which such craft knowledge has been used. From that experience and others, some guides for inspecting exercises are sugges…
Subject-Matter Knowledge and Elementary Instruction: A Case from Functions and Graphing
The purpose of the present investigation was to describe the relationship between teachers’ knowledge of mathematics and their instructional practice. An experienced fifth grade teacher was videotaped as he taught a lesson sequence on functions and graphing. In addition, a subject matter knowledge interview and card sort task were conducted with the teacher and a mathematics educator. The results suggest that the teacher’s knowledge of functions …
Influencing Engagement Through Accommodation: An Ethnographic Study of At-Risk Students
This study used ethnographic methodology to explore the academic world of regular and learning disabled high school students to determine what aspects of that world might relate to potential dropout behavior. It was conducted in a high school that was discovered to have a lower dropout rate than anticipated in view of national or local trends. We describe the accommodating nature of this high school that may enhance the ability of students to bec…
Introduction and Integration of Classroom Routines by Expert Teachers
Successful teachers use the first days of school to establish and rehearse routines which permit instruction to proceed fluidly and efficiently. Routines, shared socially scripted patterns of behavior, serve to reduce the cognitive complexity of the instructional environment. Identified routines were divided into three classes: management, instructional support, and teacher-student exchange. The establishment of routines was examined in the class…
The Skill of Learning from Classroom Lessons
A student trying to learn from classroom instruction is confronted with a complex task. The successful student must determine what actions are expected by the teacher and must grasp the intended content of the lesson, connecting and integrating that content with prior knowledge. This paper presents a model of the skills a student needs to have to make sense of a mathematics lesson taught by a good teacher. The model of the learner contains a vari…
The cognitive skill of teaching.
Expertise in mathematics instruction: Subject matter knowledge.
Reading Instruction and Its Effects
Reading instruction and its effects were examined for 105 students in elementary classrooms for the learning-disabled. Extensive detailed observations of students, teachers, and instructional material were used to explore the plausibility of a causal model of the effects of reading behaviors and instruction on students' reading performance. The results indicate that 72 percent of the variance in posttest reading scores can be explained by a model…
Applying a Classroom Process Model to Instructional Evaluation
Program Evaluation: An Empirical Study of Individualized Instruction
This study describes the results of three years of evaluative investigation of lrdc’s program of individualized education. The study was conducted in seven Follow Through sites and three Pittsburgh area schools. Standardized tests were used as input and outcome measures; questionnaires and videotapes were used to gather information about the classroom processes. The results indicate that over the three-year period the implementation of the progra…
How to Identify Effective Teaching
The study of teaching to date has relied on rather narrow definitions of what is effective teaching. Such definitions most usually are tied to student outcome measures such as achievement tests, while focusing on individual, isolated teaching acts rather than on teaching and learning in its total context. How can we identify effective teaching, recognizing the total ecology of the teaching-learning environment
Observation as a tool for evaluation of implementation
Capturing Craft Knowledge in Teaching
This exploration raises some problems and poses some solutions in identifying the craft knowledge of teaching. Craft knowledge, or wisdom of practice, is one important component in the design and validation of new national teacher assessments. The prototype assessment exercises for national board certification are one site in which such craft knowledge has been used. From that experience and others, some guides for inspecting exercises are sugges…
Introduction and Integration of Classroom Routines by Expert Teachers
Successful teachers use the first days of school to establish and rehearse routines which permit instruction to proceed fluidly and efficiently. Routines, shared socially scripted patterns of behavior, serve to reduce the cognitive complexity of the instructional environment. Identified routines were divided into three classes: management, instructional support, and teacher-student exchange. The establishment of routines was examined in the class…
Reading Instruction and Its Effects
Reading instruction and its effects were examined for 105 students in elementary classrooms for the learning-disabled. Extensive detailed observations of students, teachers, and instructional material were used to explore the plausibility of a causal model of the effects of reading behaviors and instruction on students' reading performance. The results indicate that 72 percent of the variance in posttest reading scores can be explained by a model…
Subject-Matter Knowledge and Elementary Instruction: A Case from Functions and Graphing
The purpose of the present investigation was to describe the relationship between teachers’ knowledge of mathematics and their instructional practice. An experienced fifth grade teacher was videotaped as he taught a lesson sequence on functions and graphing. In addition, a subject matter knowledge interview and card sort task were conducted with the teacher and a mathematics educator. The results suggest that the teacher’s knowledge of functions …
Influencing Engagement Through Accommodation: An Ethnographic Study of At-Risk Students
This study used ethnographic methodology to explore the academic world of regular and learning disabled high school students to determine what aspects of that world might relate to potential dropout behavior. It was conducted in a high school that was discovered to have a lower dropout rate than anticipated in view of national or local trends. We describe the accommodating nature of this high school that may enhance the ability of students to bec…
The Skill of Learning from Classroom Lessons
A student trying to learn from classroom instruction is confronted with a complex task. The successful student must determine what actions are expected by the teacher and must grasp the intended content of the lesson, connecting and integrating that content with prior knowledge. This paper presents a model of the skills a student needs to have to make sense of a mathematics lesson taught by a good teacher. The model of the learner contains a vari…
Weaving instructional explanations in history
This paper contributes to a growing body of research on the study of classroom learning and instruction in specific subject matter areas. It addresses the broad issue of the nature of and occasions for instructional explanations in history. Based on a study that traced the classroom instruction of one exemplary US history teacher for an entire semester, the paper presents a typology of instructional explanations in this discipline. Analysis of th…
Program Evaluation: An Empirical Study of Individualized Instruction
This study describes the results of three years of evaluative investigation of lrdc’s program of individualized education. The study was conducted in seven Follow Through sites and three Pittsburgh area schools. Standardized tests were used as input and outcome measures; questionnaires and videotapes were used to gather information about the classroom processes. The results indicate that over the three-year period the implementation of the progra…
How to Identify Effective Teaching
The study of teaching to date has relied on rather narrow definitions of what is effective teaching. Such definitions most usually are tied to student outcome measures such as achievement tests, while focusing on individual, isolated teaching acts rather than on teaching and learning in its total context. How can we identify effective teaching, recognizing the total ecology of the teaching-learning environment
Learning From the Birmingham Civil Rights Institute: Documenting Teacher Development
This study explores the extent to which experiences designed to help preservice teachers take advantage of the Birmingham Civil Rights Institute moved them to acquire deeper knowledge of the Civil Rights Movement. The pre-service teachers came from two teacher education programs that differ with respect to situated activity, discourse communities, and authentic practice. Before and after a visiting the museum, undergraduate preservice teachers (n…
Observation as a tool for evaluation of implementation
Program Evaluation: An Empirical Study of Individualized Instruction
This study describes the results of three years of evaluative investigation of lrdc’s program of individualized education. The study was conducted in seven Follow Through sites and three Pittsburgh area schools. Standardized tests were used as input and outcome measures; questionnaires and videotapes were used to gather information about the classroom processes. The results indicate that over the three-year period the implementation of the progra…
How to Identify Effective Teaching
The study of teaching to date has relied on rather narrow definitions of what is effective teaching. Such definitions most usually are tied to student outcome measures such as achievement tests, while focusing on individual, isolated teaching acts rather than on teaching and learning in its total context. How can we identify effective teaching, recognizing the total ecology of the teaching-learning environment
Applying a Classroom Process Model to Instructional Evaluation
Reading Instruction and Its Effects
Reading instruction and its effects were examined for 105 students in elementary classrooms for the learning-disabled. Extensive detailed observations of students, teachers, and instructional material were used to explore the plausibility of a causal model of the effects of reading behaviors and instruction on students' reading performance. The results indicate that 72 percent of the variance in posttest reading scores can be explained by a model…
Expertise in mathematics instruction: Subject matter knowledge.
The cognitive skill of teaching.
Introduction and Integration of Classroom Routines by Expert Teachers
Successful teachers use the first days of school to establish and rehearse routines which permit instruction to proceed fluidly and efficiently. Routines, shared socially scripted patterns of behavior, serve to reduce the cognitive complexity of the instructional environment. Identified routines were divided into three classes: management, instructional support, and teacher-student exchange. The establishment of routines was examined in the class…
The Skill of Learning from Classroom Lessons
A student trying to learn from classroom instruction is confronted with a complex task. The successful student must determine what actions are expected by the teacher and must grasp the intended content of the lesson, connecting and integrating that content with prior knowledge. This paper presents a model of the skills a student needs to have to make sense of a mathematics lesson taught by a good teacher. The model of the learner contains a vari…
Influencing Engagement Through Accommodation: An Ethnographic Study of At-Risk Students
This study used ethnographic methodology to explore the academic world of regular and learning disabled high school students to determine what aspects of that world might relate to potential dropout behavior. It was conducted in a high school that was discovered to have a lower dropout rate than anticipated in view of national or local trends. We describe the accommodating nature of this high school that may enhance the ability of students to bec…
Capturing Craft Knowledge in Teaching
This exploration raises some problems and poses some solutions in identifying the craft knowledge of teaching. Craft knowledge, or wisdom of practice, is one important component in the design and validation of new national teacher assessments. The prototype assessment exercises for national board certification are one site in which such craft knowledge has been used. From that experience and others, some guides for inspecting exercises are sugges…
Subject-Matter Knowledge and Elementary Instruction: A Case from Functions and Graphing
The purpose of the present investigation was to describe the relationship between teachers’ knowledge of mathematics and their instructional practice. An experienced fifth grade teacher was videotaped as he taught a lesson sequence on functions and graphing. In addition, a subject matter knowledge interview and card sort task were conducted with the teacher and a mathematics educator. The results suggest that the teacher’s knowledge of functions …
"Evaluating "The New Handbook of Teacher Evaluation
Arithmetic as Serious Mathematics
Weaving instructional explanations in history
This paper contributes to a growing body of research on the study of classroom learning and instruction in specific subject matter areas. It addresses the broad issue of the nature of and occasions for instructional explanations in history. Based on a study that traced the classroom instruction of one exemplary US history teacher for an entire semester, the paper presents a typology of instructional explanations in this discipline. Analysis of th…
Learning From the Birmingham Civil Rights Institute: Documenting Teacher Development
This study explores the extent to which experiences designed to help preservice teachers take advantage of the Birmingham Civil Rights Institute moved them to acquire deeper knowledge of the Civil Rights Movement. The pre-service teachers came from two teacher education programs that differ with respect to situated activity, discourse communities, and authentic practice. Before and after a visiting the museum, undergraduate preservice teachers (n…
Teaching and Learning in History
Contents: Preface. M.G. McKeown, I.L. Beck, Making Sense of Accounts of History: Why Young Students Don't and How They Might. O. Hallden, On the Paradox of Understanding History in an Educational Setting. M.A. Britt, J-F. Rouet, M.C. Georgi, C.A. Perfetti, Learning from History Texts: From Causal Analysis to Argument Models. S.S. Wineburg, The Cognitive Representation of Historical Texts. S. Greene, Students as Authors in the Study of History. R.…
Finnish Patience
Traversing Terrains of Teaching Practice
Psychology (18 works) · Mathematics education (17 works) · Pedagogy (12 works) · Computer Science (11 works) · Sociology (7 works) · Teacher Education and Leadership Studies (6 works) · Teaching method (6 works) · Educator Training and Historical Pedagogy (4 works) · Mathematics (4 works) · Cognition (3 works)