Julie M Amador

Biographic Data

ID2825163
NAMEJulie M Amador
GIVEN NAMESJulie M
FAMILY NAMEAmador
SIGNATUREAMADOR J M
AFFILIATIONSUniversity of Idaho
ORCID0000-0001-7616-566X
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS2
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2016
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Navigating learning and instrumental obligations to resolve divergent perspectives in coaching conversations

    Open AccessJeffrey Choppin, Julie M Amador et al.ARTICLEDiscover Education2026

    We explored how three coaches following a content-focused-coaching [CFC] model conducted lesson planning meetings with teachers. We used the lens of obligations to study how the coaches navigated two obligations central to the CFC model. The first obligation, the instrumental obligation, refers to the obligation to produce a lesson plan, which we attribute to the institutional and personal obligations described by Herbst and Chazan (ZDM 44:601–12…

  • Mathematics Teacher Noticing Frameworks

    Open AccessThorsten Scheiner, Julie M AmadorARTICLEInternational Journal of Science…2026

    Mathematics teacher noticing has attracted sustained research attention across diverse theoretical traditions, yet systematic analyses clarifying the internal logic of competing frameworks and the conditions for productive dialogue remain scarce. This paper analyzes mathematics teacher noticing frameworks from cognitive, socio-cultural, and ecological-embodied perspectives through the Foundation–Form–Function (3F) analytical lens—which examines t…

  • Coaches’ perceptions of the impact of video clubs on professional practice

    Open AccessJennifer Kruger, Julie M Amador et al.ARTICLETeaching and Teacher Education2026References: 7

  • Facilitating debriefing conversations within one-on-one coaching cycles

    Open AccessRyan Gillespie, Adam Hanan et al.ARTICLETeaching and Teacher Education2026References: 4

  • Exploring the Discursive Variability of Mathematics Coaches

    Open AccessRyan Gillespie, Julie M Amador et al.ARTICLEJournal of Teacher Education2025Cited by: 1References: 40

    Research on how coaches talk with teachers during coaching cycles is underdeveloped. We analyzed 1,649 discourse moves from 24 mathematics content-focused coaching cycles to determine the extent to which coaches’ discursive tendencies vary. We explored variation between coaches, between planning and debriefing conversations, and between cycles for the same coach–teacher pair. Findings indicate there existed significant variability in the coaches’…

  • Conversations about annotations during coaching cycles

    Open AccessRyan Gillespie, Julie M AmadorARTICLETeaching and Teacher Education2024References: 5

  • Novice teachers’ pedagogical content knowledge for planning and implementing mathematics and science lessons

    Open AccessJulie M Amador, Meredith Park Rogers et al.ARTICLETeaching and Teacher Education2022Cited by: 1References: 8

    To understand novice teachers' pedagogical content knowledge, this study focuses on first-year teachers' planning and implementation of lessons incorporating students' representations, the exposure and sharing of students' ideas, and assessment. We examined 11 teachers' plans and implementation of two mathematics and two science lessons. Data included lesson plans, field notes, classroom observation protocols, and interviews. We found (a) teacher…

  • Academic Help Seeking

    Open AccessPaul Amador, Julie M AmadorARTICLETechTrends2016