Tamara Holmlund Nelson
Biographic Data
| ID | 3828728 |
|---|---|
| NAME | Tamara Holmlund Nelson |
| GIVEN NAMES | Tamara Holmlund |
| FAMILY NAME | Nelson |
| SIGNATURE | NELSON T H |
| AFFILIATIONS | Washington State University Vancouver |
| ORCID | 0000-0001-6132-7873 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 1 |
Teacher Groups' Conceptions and Uses of Student-Learning Data
This article measures and discusses six teacher groups' (a) time spent working with data and (b) time devoted to particular kinds of inquiry activities, and explores various contextual factors that influence these results. The authors make use of a framework useful in describing and analyzing the stance taken by teachers when they engage with student-learning data. Their findings suggest that most teacher groups spend the vast majority of their t…
Knowledge Interactions in Teacher-Scientist Partnerships
The purpose of this study was to understand how teachers and graduate-level scientists negotiated differing knowledge bases to work together to improve science teaching and learning. Partners' coparticipation in and dialogue about pedagogical decisions and actions were analyzed. Three theoretical representations of dialogic interactions emerged from this analysis: knowledge negotiation, consultation, and rejection. Knowledge negotiation was a sus…
Teacher Groups' Conceptions and Uses of Student-Learning Data
This article measures and discusses six teacher groups' (a) time spent working with data and (b) time devoted to particular kinds of inquiry activities, and explores various contextual factors that influence these results. The authors make use of a framework useful in describing and analyzing the stance taken by teachers when they engage with student-learning data. Their findings suggest that most teacher groups spend the vast majority of their t…
Knowledge Interactions in Teacher-Scientist Partnerships
The purpose of this study was to understand how teachers and graduate-level scientists negotiated differing knowledge bases to work together to improve science teaching and learning. Partners' coparticipation in and dialogue about pedagogical decisions and actions were analyzed. Three theoretical representations of dialogic interactions emerged from this analysis: knowledge negotiation, consultation, and rejection. Knowledge negotiation was a sus…
Teacher Groups' Conceptions and Uses of Student-Learning Data
This article measures and discusses six teacher groups' (a) time spent working with data and (b) time devoted to particular kinds of inquiry activities, and explores various contextual factors that influence these results. The authors make use of a framework useful in describing and analyzing the stance taken by teachers when they engage with student-learning data. Their findings suggest that most teacher groups spend the vast majority of their t…
Pedagogy (2 works) · Psychology (2 works) · Dialogic (1 work) · Educational Assessment and Improvement (1 work) · Educational Strategies and Epistemologies (1 work) · Innovative Teaching and Learning Methods (1 work) · Mathematics education (1 work) · Negotiation (1 work) · Political science (1 work) · Power (physics) (1 work)