Greta Morine‐dershimer
Biographic Data
| ID | 1585683 |
|---|---|
| NAME | Greta Morine‐dershimer |
| GIVEN NAMES | Greta |
| FAMILY NAME | Morine‐dershimer |
| SIGNATURE | DERSHIMER G M |
| AFFILIATIONS | University of Virginia |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 27 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 4 |
Using the Nuthall lens on learning to sharpen perceptions of teacher education practice
Greta Morine-Dershimer University of Virginia
Tracing conceptual change in preservice teachers
Choosing among alternatives for tracing conceptual change
How handy can a handbook be
Learning to think like a teacher
Preservice Teachers' Conceptions of Content and Pedagogy
Morine-Dershimer examines the de velopment of knowledge about teaching associated with a generic methods course engaging students in reflective peer teaching. Preconcept and postcon cept maps were used to measure change in conceptions of teacher plan ning and of subject matter content taught in the peer teaching units
Premises in the practical arguments of preservice teachers
Informal theory and instructional practice
Introduction
Instructional Strategy and the "Creation" of Classroom Status
This paper argues that the teacher's selection of instructional strategy can play a role in determining who participates and who is heard in class discussions, and that the teacher can, in effect, "create" new groups of pupils who are high in these "communicative status" variables by his/her choice of instructional strategy. Case studies of three classrooms where different types of instructional strategies were used illustrate and support the poi…
Instructional Strategy and the “Creation” of Classroom Status
This paper argues that the teacher’s selection of instructional strategy can play a role in determining who participates and who is heard in class discussions, and that the teacher can, in effect, “create” new groups of pupils who are high in these “communicative status” variables by his/her choice of instructional strategy. Case studies of three classrooms where different types of instructional strategies were used illustrate and support the poi…
Learning to think like a teacher
Premises in the practical arguments of preservice teachers
Tracing conceptual change in preservice teachers
Choosing among alternatives for tracing conceptual change
Preservice Teachers' Conceptions of Content and Pedagogy
Morine-Dershimer examines the de velopment of knowledge about teaching associated with a generic methods course engaging students in reflective peer teaching. Preconcept and postcon cept maps were used to measure change in conceptions of teacher plan ning and of subject matter content taught in the peer teaching units
Informal theory and instructional practice
Instructional Strategy and the “Creation” of Classroom Status
This paper argues that the teacher’s selection of instructional strategy can play a role in determining who participates and who is heard in class discussions, and that the teacher can, in effect, “create” new groups of pupils who are high in these “communicative status” variables by his/her choice of instructional strategy. Case studies of three classrooms where different types of instructional strategies were used illustrate and support the poi…
Instructional Strategy and the "Creation" of Classroom Status
This paper argues that the teacher's selection of instructional strategy can play a role in determining who participates and who is heard in class discussions, and that the teacher can, in effect, "create" new groups of pupils who are high in these "communicative status" variables by his/her choice of instructional strategy. Case studies of three classrooms where different types of instructional strategies were used illustrate and support the poi…
Instructional Strategy and the “Creation” of Classroom Status
This paper argues that the teacher’s selection of instructional strategy can play a role in determining who participates and who is heard in class discussions, and that the teacher can, in effect, “create” new groups of pupils who are high in these “communicative status” variables by his/her choice of instructional strategy. Case studies of three classrooms where different types of instructional strategies were used illustrate and support the poi…
Introduction
Informal theory and instructional practice
Premises in the practical arguments of preservice teachers
Preservice Teachers' Conceptions of Content and Pedagogy
Morine-Dershimer examines the de velopment of knowledge about teaching associated with a generic methods course engaging students in reflective peer teaching. Preconcept and postcon cept maps were used to measure change in conceptions of teacher plan ning and of subject matter content taught in the peer teaching units
How handy can a handbook be
Learning to think like a teacher
Choosing among alternatives for tracing conceptual change
Tracing conceptual change in preservice teachers
Greta Morine-Dershimer University of Virginia
Using the Nuthall lens on learning to sharpen perceptions of teacher education practice
Mathematics education (12 works) · Psychology (12 works) · Pedagogy (11 works) · Computer Science (8 works) · Sociology (6 works) · Teacher Education and Leadership Studies (6 works) · Educator Training and Historical Pedagogy (5 works) · Teacher education (5 works) · Curriculum (3 works) · Teaching method (3 works)