Anne Garrison Wilhelm
Biographic Data
| ID | 3828504 |
|---|---|
| NAME | Anne Garrison Wilhelm |
| GIVEN NAMES | Anne Garrison |
| FAMILY NAME | Wilhelm |
| SIGNATURE | WILHELM A G |
| AFFILIATIONS | Southern Methodist University |
| ORCID | 0000-0002-4884-8479 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Exploring the differences between what teachers notice individually and collaboratively
While much extant work on teacher noticing documents what teachers notice individually or in groups, teacher educators and researchers would benefit from understanding how teachers’ independent noticings may inform collaborative conversations to extend their noticing skills. In this paper, we describe an episode of teachers’ professional learning in which grade-level teams of elementary teachers engaged in a noticing task and were given opportuni…
Facilitating Classroom Discussions across Content Areas: What Influences an Elementary Teacher’s Pedagogical Judgment
Measuring Mathematics Teaching Quality: The State of the Field and a Call for the Future
To better understand how teaching quality has been conceptualized and measured within the sub-field of mathematics education, we conducted a systematic review of 24 journals to identify instruments that have been used to measure mathematics teaching quality; which instruments have interpretation and use statements; and the validity, reliability, and fairness evidence for each instrument. We found 47 instruments with validity, reliability, and fai…
Elementary teachers' conceptualizations of classroom discussions across content areas: An epistemic network analysis
This article explores how elementary teachers understand the purpose and practice of classroom discussion across English language arts (ELA) and mathematics. Research suggests that classroom discussions have a positive impact on student engagement, critical thinking, and conceptual understanding. Furthermore, studies have illuminated the interconnectedness between how teachers think about discussions and how they lead them. Using epistemic networ…
Race-gender D/Discourses in Mathematics Education: (Re)-Producing Inequitable Participation Patterns Across a Diverse, Instructionally-Advanced Urban District
This paper uses quantitative analytics to study talk-based participation in 100 mathematics classrooms across one racially diverse urban school district in the USA. Using the EQUIP observation tool and hierarchical linear modeling, we characterize the quantity and quality of participation for students across 3025 coded turns, by race and gender. We found that in general, boys participated significantly more than girls. We also found that Latinx a…
Nurturing students through social interactions
Student interaction with teachers is crucial to developing caring relationships. Research suggests that when teachers work to build nurturing learning environments, there are substantial benefits for students, especially those from historically marginalized groups. Tiffini Pruitt-Britton, Anne Garrison Wilhelm, and Jonee Wilson share examples from their research that show how using humor, sharing personal stories, and disclosing rationales and mi…
Supporting change in novice alternative certification teachers' efficacy
In this study, we investigated, using multiple modeling techniques, how the teaching self‐efficacy of first‐year alternative certification elementary and secondary teachers changed over the course of their first‐year teaching and relations between that change and teachers' perceptions of formal supports. Using hierarchical linear modeling, we found that teachers' self‐efficacy significantly increased over the course of the school year and that on…
Mathematics Teachers' Knowledge, Networks, Practice, and Change in Instructional Visions
An instructional vision is the discourse that teachers or others currently employ to characterize the kind of "ideal classroom practice" to which they aspire but have not yet necessarily mastered. In mathematics education, prior work has demonstrated relations between teachers' instructional vision and a variety of aspects of their classroom practice and professional pursuits. We examined what might contribute to teachers' development of mathemat…
Middle School Mathematics Instruction in Instructionally Focused Urban Districts
Direct assessments of instructional practice (e.g., classroom observations) are necessary to identify and eliminate opportunity gaps in students’ learning of mathematics. This study examined 114 middle school mathematics classrooms in four instructionally focused urban districts. Results from the Instructional Quality Assessment identified high percentages of lessons featuring cognitively challenging tasks, but declines in cognitive challenge dur…
Selecting Expertise in Context: Middle School Mathematics Teachers’ Selection of New Sources of Instructional Advice
Given prior research indicating that teachers can learn through their social network interactions with colleagues, it is important to understand more about the choices teachers make about whom to go to for advice. In this study, we investigated the degree to which middle school mathematics teachers change from whom they seek advice when confronting new teaching standards and external accountability pressures (e.g., standardized tests). We found t…
Selecting Expertise in Context: Middle School Mathematics Teachers’ Selection of New Sources of Instructional Advice
Given prior research indicating that teachers can learn through their social network interactions with colleagues, it is important to understand more about the choices teachers make about whom to go to for advice. In this study, we investigated the degree to which middle school mathematics teachers change from whom they seek advice when confronting new teaching standards and external accountability pressures (e.g., standardized tests). We found t…
Middle School Mathematics Instruction in Instructionally Focused Urban Districts
Direct assessments of instructional practice (e.g., classroom observations) are necessary to identify and eliminate opportunity gaps in students’ learning of mathematics. This study examined 114 middle school mathematics classrooms in four instructionally focused urban districts. Results from the Instructional Quality Assessment identified high percentages of lessons featuring cognitively challenging tasks, but declines in cognitive challenge dur…
Mathematics Teachers' Knowledge, Networks, Practice, and Change in Instructional Visions
An instructional vision is the discourse that teachers or others currently employ to characterize the kind of "ideal classroom practice" to which they aspire but have not yet necessarily mastered. In mathematics education, prior work has demonstrated relations between teachers' instructional vision and a variety of aspects of their classroom practice and professional pursuits. We examined what might contribute to teachers' development of mathemat…
Race-gender D/Discourses in Mathematics Education: (Re)-Producing Inequitable Participation Patterns Across a Diverse, Instructionally-Advanced Urban District
This paper uses quantitative analytics to study talk-based participation in 100 mathematics classrooms across one racially diverse urban school district in the USA. Using the EQUIP observation tool and hierarchical linear modeling, we characterize the quantity and quality of participation for students across 3025 coded turns, by race and gender. We found that in general, boys participated significantly more than girls. We also found that Latinx a…
Selecting Expertise in Context: Middle School Mathematics Teachers’ Selection of New Sources of Instructional Advice
Given prior research indicating that teachers can learn through their social network interactions with colleagues, it is important to understand more about the choices teachers make about whom to go to for advice. In this study, we investigated the degree to which middle school mathematics teachers change from whom they seek advice when confronting new teaching standards and external accountability pressures (e.g., standardized tests). We found t…
Middle School Mathematics Instruction in Instructionally Focused Urban Districts
Direct assessments of instructional practice (e.g., classroom observations) are necessary to identify and eliminate opportunity gaps in students’ learning of mathematics. This study examined 114 middle school mathematics classrooms in four instructionally focused urban districts. Results from the Instructional Quality Assessment identified high percentages of lessons featuring cognitively challenging tasks, but declines in cognitive challenge dur…
Supporting change in novice alternative certification teachers' efficacy
In this study, we investigated, using multiple modeling techniques, how the teaching self‐efficacy of first‐year alternative certification elementary and secondary teachers changed over the course of their first‐year teaching and relations between that change and teachers' perceptions of formal supports. Using hierarchical linear modeling, we found that teachers' self‐efficacy significantly increased over the course of the school year and that on…
Mathematics Teachers' Knowledge, Networks, Practice, and Change in Instructional Visions
An instructional vision is the discourse that teachers or others currently employ to characterize the kind of "ideal classroom practice" to which they aspire but have not yet necessarily mastered. In mathematics education, prior work has demonstrated relations between teachers' instructional vision and a variety of aspects of their classroom practice and professional pursuits. We examined what might contribute to teachers' development of mathemat…
Nurturing students through social interactions
Student interaction with teachers is crucial to developing caring relationships. Research suggests that when teachers work to build nurturing learning environments, there are substantial benefits for students, especially those from historically marginalized groups. Tiffini Pruitt-Britton, Anne Garrison Wilhelm, and Jonee Wilson share examples from their research that show how using humor, sharing personal stories, and disclosing rationales and mi…
Race-gender D/Discourses in Mathematics Education: (Re)-Producing Inequitable Participation Patterns Across a Diverse, Instructionally-Advanced Urban District
This paper uses quantitative analytics to study talk-based participation in 100 mathematics classrooms across one racially diverse urban school district in the USA. Using the EQUIP observation tool and hierarchical linear modeling, we characterize the quantity and quality of participation for students across 3025 coded turns, by race and gender. We found that in general, boys participated significantly more than girls. We also found that Latinx a…
Measuring Mathematics Teaching Quality: The State of the Field and a Call for the Future
To better understand how teaching quality has been conceptualized and measured within the sub-field of mathematics education, we conducted a systematic review of 24 journals to identify instruments that have been used to measure mathematics teaching quality; which instruments have interpretation and use statements; and the validity, reliability, and fairness evidence for each instrument. We found 47 instruments with validity, reliability, and fai…
Elementary teachers' conceptualizations of classroom discussions across content areas: An epistemic network analysis
This article explores how elementary teachers understand the purpose and practice of classroom discussion across English language arts (ELA) and mathematics. Research suggests that classroom discussions have a positive impact on student engagement, critical thinking, and conceptual understanding. Furthermore, studies have illuminated the interconnectedness between how teachers think about discussions and how they lead them. Using epistemic networ…
Exploring the differences between what teachers notice individually and collaboratively
While much extant work on teacher noticing documents what teachers notice individually or in groups, teacher educators and researchers would benefit from understanding how teachers’ independent noticings may inform collaborative conversations to extend their noticing skills. In this paper, we describe an episode of teachers’ professional learning in which grade-level teams of elementary teachers engaged in a noticing task and were given opportuni…
Facilitating Classroom Discussions across Content Areas: What Influences an Elementary Teacher’s Pedagogical Judgment
Mathematics education (8 works) · Psychology (8 works) · Pedagogy (5 works) · Teacher Education and Leadership Studies (5 works) · Mathematics Education and Teaching Techniques (4 works) · Sociology (4 works) · Computer Science (3 works) · Mathematics (3 works) · Parental Involvement in Education (3 works) · Social Psychology (3 works)