Jessica L Alzen
Biographic Data
| ID | 4627973 |
|---|---|
| NAME | Jessica L Alzen |
| GIVEN NAMES | Jessica L |
| FAMILY NAME | Alzen |
| SIGNATURE | ALZEN J L |
| AFFILIATIONS | University of Colorado Boulder Boulder Colorado USA |
| ORCID | 0000-0002-1706-2975 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Characterizing variations in the figured worlds of teachers and students in science class
This article explores the challenges of enacting reform‐oriented curriculum in science classrooms. We use the concept of figured worlds to analyze a case study of an eighth‐grade science class where the teacher reported that the students were resistant to changes she was trying to make. By examining stimulated recall interviews with the teacher (including the associated classroom episodes) and post‐unit interviews with a subset of the students, w…
Developing Science Classroom Expectations That Encourage Risk‐Taking for Learning Science Together
Reform‐oriented science classrooms encourage environments in which students engage in a collective enterprise of making sense of their science ideas together. Teachers who strive for these sorts of environments support students in collaboratively constructing and answering their own questions about phenomena and making sense of competing ideas together. However, to engage with one another productively, students must ask questions, share incomplet…
Characterizing relationships between collective enterprise and student epistemic agency in science
DATA S1. Supporting Information TABLE S1. Students' ideas for investigating air and water molecules Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article
Making Inferences About Teacher Observation Scores Over Time
Observation protocol scores are commonly used as status measures to support inferences about teacher practices. When multiple observations are collected for the same teacher over the course of a year, some portion of a teacher’s score on each occasion may be attributable to the rater, lesson, and the time of year of the observation. All three of these are facets that can threaten the generalizability of teacher scores, but the role of time is eas…
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Making Inferences About Teacher Observation Scores Over Time
Observation protocol scores are commonly used as status measures to support inferences about teacher practices. When multiple observations are collected for the same teacher over the course of a year, some portion of a teacher’s score on each occasion may be attributable to the rater, lesson, and the time of year of the observation. All three of these are facets that can threaten the generalizability of teacher scores, but the role of time is eas…
Characterizing relationships between collective enterprise and student epistemic agency in science
DATA S1. Supporting Information TABLE S1. Students' ideas for investigating air and water molecules Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article
Characterizing variations in the figured worlds of teachers and students in science class
This article explores the challenges of enacting reform‐oriented curriculum in science classrooms. We use the concept of figured worlds to analyze a case study of an eighth‐grade science class where the teacher reported that the students were resistant to changes she was trying to make. By examining stimulated recall interviews with the teacher (including the associated classroom episodes) and post‐unit interviews with a subset of the students, w…
Developing Science Classroom Expectations That Encourage Risk‐Taking for Learning Science Together
Reform‐oriented science classrooms encourage environments in which students engage in a collective enterprise of making sense of their science ideas together. Teachers who strive for these sorts of environments support students in collaboratively constructing and answering their own questions about phenomena and making sense of competing ideas together. However, to engage with one another productively, students must ask questions, share incomplet…
Mathematics education (4 works) · Psychology (4 works) · Pedagogy (3 works) · Science education (3 works) · Science Education and Pedagogy (3 works) · Sociology (3 works) · Computer Science (2 works) · Mathematics (2 works) · Social science (2 works) · Agency (philosophy) (1 work)