Martha M Canipe
Biographic Data
| ID | 2072302 |
|---|---|
| NAME | Martha M Canipe |
| GIVEN NAMES | Martha M |
| FAMILY NAME | Canipe |
| SIGNATURE | CANIPE M M |
| AFFILIATIONS | Northern Arizona University |
| ORCID | 0000-0001-6721-0908 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Putting the Pieces Back Together
Elementary teacher educators endeavor to prepare prospective elementary teachers to teach science in ways which best support student learning. A well‐documented challenge in teacher education is the disconnect between theory and practice which many programs have worked to overcome. One framework which has been used in many teacher preparation programs is practice‐based teacher education which consists of three‐parts: representation, decomposition…
Investigating the impact of eliciting and being responsive to students' initial ideas on productive disciplinary engagement across a unit
In this study, we examined the ways in which two middle school science teachers elicited and were responsive to students' initial science ideas for explaining an anchoring phenomenon while teaching the same model‐based learning unit focused on plate tectonics. Data sources included student models, classroom video, and classroom artifacts. Our analysis revealed a connection between the elicitation of initial ideas, teacher responsiveness to those …
Unmoderated Focus Groups as a Tool for Inquiry
Focus groups are a commonly used methodology to explore ideas in a group setting with a researcher acting as moderator. However, in some contexts the presence of a moderator may unduly influence the responses of focus group participants. I report on the use of unmoderated focus groups, a modification of the traditional focus group methodology. Unmoderated focus groups are made up solely of participants in the research study and as such remove the…
Imagination, Brokers, and Boundary Objects
The mentor-preservice teacher hierarchy, that privileges mentor teacher talk and experience, often dominates mentor-preservice conversations. To realize the full potential of teacher education approaches designed to engage preservice and mentor teachers together in shared learning and teaching tasks, attention is needed to better understand the dynamics and implications of mentor-preservice teacher interactions. We analyzed how and when preservic…
Imagination, Brokers, and Boundary Objects
The mentor-preservice teacher hierarchy, that privileges mentor teacher talk and experience, often dominates mentor-preservice conversations. To realize the full potential of teacher education approaches designed to engage preservice and mentor teachers together in shared learning and teaching tasks, attention is needed to better understand the dynamics and implications of mentor-preservice teacher interactions. We analyzed how and when preservic…
Unmoderated Focus Groups as a Tool for Inquiry
Focus groups are a commonly used methodology to explore ideas in a group setting with a researcher acting as moderator. However, in some contexts the presence of a moderator may unduly influence the responses of focus group participants. I report on the use of unmoderated focus groups, a modification of the traditional focus group methodology. Unmoderated focus groups are made up solely of participants in the research study and as such remove the…
Unmoderated Focus Groups as a Tool for Inquiry
Focus groups are a commonly used methodology to explore ideas in a group setting with a researcher acting as moderator. However, in some contexts the presence of a moderator may unduly influence the responses of focus group participants. I report on the use of unmoderated focus groups, a modification of the traditional focus group methodology. Unmoderated focus groups are made up solely of participants in the research study and as such remove the…
Imagination, Brokers, and Boundary Objects
The mentor-preservice teacher hierarchy, that privileges mentor teacher talk and experience, often dominates mentor-preservice conversations. To realize the full potential of teacher education approaches designed to engage preservice and mentor teachers together in shared learning and teaching tasks, attention is needed to better understand the dynamics and implications of mentor-preservice teacher interactions. We analyzed how and when preservic…
Investigating the impact of eliciting and being responsive to students' initial ideas on productive disciplinary engagement across a unit
In this study, we examined the ways in which two middle school science teachers elicited and were responsive to students' initial science ideas for explaining an anchoring phenomenon while teaching the same model‐based learning unit focused on plate tectonics. Data sources included student models, classroom video, and classroom artifacts. Our analysis revealed a connection between the elicitation of initial ideas, teacher responsiveness to those …
Putting the Pieces Back Together
Elementary teacher educators endeavor to prepare prospective elementary teachers to teach science in ways which best support student learning. A well‐documented challenge in teacher education is the disconnect between theory and practice which many programs have worked to overcome. One framework which has been used in many teacher preparation programs is practice‐based teacher education which consists of three‐parts: representation, decomposition…
Psychology (4 works) · Sociology (4 works) · Mathematics education (3 works) · Pedagogy (3 works) · Computer Science (2 works) · Epistemology (2 works) · Innovative Teaching and Learning Methods (2 works) · Science education (2 works) · Science Education and Pedagogy (2 works) · Social science (2 works)