Rebekah Elliott
Biographic Data
| ID | 3828814 |
|---|---|
| NAME | Rebekah Elliott |
| GIVEN NAMES | Rebekah |
| FAMILY NAME | Elliott |
| SIGNATURE | ELLIOTT R |
| AFFILIATIONS | University of Colorado Boulder |
| ORCID | 0000-0001-9905-6554 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Studio as a Catalyst for Incremental and Ambitious Teacher Learning
This article explores how the practice-focused Studio professional learning (PL) model can provide incremental and ambitious teacher learning opportunities. We argue that when the model’s structures and practices are grounded in ambitious and equitable teaching, they catalyze incremental teacher learning. Studio, like lesson study, supports teachers in considering the entailments of lessons, focusing on the live shared enactment to strengthen tea…
Conceptualizing the Work of Leading Mathematical Tasks in Professional Development
Filling the knowledge gap in the limited research on professional development leaders is an urgent issue if teacher learning is to be improved. This research and development project is studying how leaders learn to cultivate mathematically rich professional development environments. The authors adapted two frameworks from classroom-based research-sociomathematical norms and practices for orchestrating productive discussion-to support leaders' und…
Professional development
That Dog Won't Hunt!”
This research presents case studies of four exemplary schools as they worked to meet the demands of the Kentucky Education Reform Act (KERA) as well as the system designed to assess results—the Kentucky Instructional Results Information System (KIRIS). We argue that the teachers' responses to large-scale reform efforts exist in a larger web of connection and are dependent on their collaborative and consistently positive stance toward learning as …
That Dog Won't Hunt
This research presents case studies of four exemplary schools as they worked to meet the demands of the Kentucky Education Reform Act (KERA) as well as the system designed to assess results—the Kentucky Instructional Results Information System (KIRIS). We argue that the teachers' responses to large-scale reform efforts exist in a larger web of connection and are dependent on their collaborative and consistently positive stance toward learning as …
Professional development
Conceptualizing the Work of Leading Mathematical Tasks in Professional Development
Filling the knowledge gap in the limited research on professional development leaders is an urgent issue if teacher learning is to be improved. This research and development project is studying how leaders learn to cultivate mathematically rich professional development environments. The authors adapted two frameworks from classroom-based research-sociomathematical norms and practices for orchestrating productive discussion-to support leaders' und…
That Dog Won't Hunt!”
This research presents case studies of four exemplary schools as they worked to meet the demands of the Kentucky Education Reform Act (KERA) as well as the system designed to assess results—the Kentucky Instructional Results Information System (KIRIS). We argue that the teachers' responses to large-scale reform efforts exist in a larger web of connection and are dependent on their collaborative and consistently positive stance toward learning as …
That Dog Won't Hunt!”
This research presents case studies of four exemplary schools as they worked to meet the demands of the Kentucky Education Reform Act (KERA) as well as the system designed to assess results—the Kentucky Instructional Results Information System (KIRIS). We argue that the teachers' responses to large-scale reform efforts exist in a larger web of connection and are dependent on their collaborative and consistently positive stance toward learning as …
That Dog Won't Hunt
This research presents case studies of four exemplary schools as they worked to meet the demands of the Kentucky Education Reform Act (KERA) as well as the system designed to assess results—the Kentucky Instructional Results Information System (KIRIS). We argue that the teachers' responses to large-scale reform efforts exist in a larger web of connection and are dependent on their collaborative and consistently positive stance toward learning as …
Professional development
Conceptualizing the Work of Leading Mathematical Tasks in Professional Development
Filling the knowledge gap in the limited research on professional development leaders is an urgent issue if teacher learning is to be improved. This research and development project is studying how leaders learn to cultivate mathematically rich professional development environments. The authors adapted two frameworks from classroom-based research-sociomathematical norms and practices for orchestrating productive discussion-to support leaders' und…
Studio as a Catalyst for Incremental and Ambitious Teacher Learning
This article explores how the practice-focused Studio professional learning (PL) model can provide incremental and ambitious teacher learning opportunities. We argue that when the model’s structures and practices are grounded in ambitious and equitable teaching, they catalyze incremental teacher learning. Studio, like lesson study, supports teachers in considering the entailments of lessons, focusing on the live shared enactment to strengthen tea…
Pedagogy (5 works) · Psychology (4 works) · Teacher Education and Leadership Studies (4 works) · Educational Assessment and Improvement (3 works) · Political science (3 works) · Public relations (3 works) · Sociology (3 works) · Computer Science (2 works) · Economic growth (2 works) · Education reform (2 works)