Lynsey Gibbons

Datos Biográficos

ID5180980
NOMBRELynsey Gibbons
NOMBRESLynsey
APELLIDOGibbons
FIRMAGIBBONS L
AFILIACIONESUniversity of Delaware
ORCID0000-0001-6036-0217
VERIFICADOSí
TOTAL DE OBRAS9
TOTAL DE CITAS10
TOTAL COMO AUTOR9
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2017
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H2

  • Exploring the differences between what teachers notice individually and collaboratively

    Open AccessRobyn K Pinilla, Sam Prough et al.ARTICLEJournal of Mathematics Teacher…2026

    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

    Lynsey K Gibbons, Lynsey Gibbons et al.ARTICLEThe Elementary School Journal2026

  • ‘Someone else in the universe is trying to teach you’

    Sarah Schneider Kavanagh, Tess Bernhard et al.ARTICLELearning Media and Technology2025

    This article examines how teachers at one elementary school made sense of their instructional practice after their school adopted a personalized learning platform for teaching mathematics. Data includes interviews (n = 21) with 12 teachers and administrators as well as recordings of 18 hours of professional learning sessions. The study investigates how teachers’ perceptions of their instructional practice shifted as their interactions with studen…

  • Elementary teachers' conceptualizations of classroom discussions across content areas

    Open AccessSarah Schneider Kavanagh, Sam Prough et al.ARTICLETeaching and Teacher Education2025Referencias: 1

    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…

  • The Context and Development of Teachers’ Collective Reflections on Student Data

    Open AccessSam Prough, Amber Webster et al.ARTICLEEducation Sciences2024

    In the United States, teachers are often expected to use student assessment data to inform their instructional decisions. This study explores how teachers’ collective reflections on students’ mathematical thinking are influenced by the specific contexts of their classroom, school, and current events like the COVID-19 pandemic. The study uses audio recordings of a group of elementary teachers’ reflections on student thinking through Cognitive Inte…

  • Examining the facilitation of generative teacher workgroup conversations

    Open AccessLynsey Gibbons, Hannah NiemanARTICLETeaching and Teacher Education2024Referencias: 5

  • Principal Leadership for School-Wide Transformation of Elementary Mathematics Teaching

    Open AccessElham Kazemi, Alison Fox Resnick et al.ARTICLEAmerican Educational Research…2022Citada por: 1Referencias: 61

    Supporting teacher learning for normative change in classroom learning environments creates significant demands on principal leadership. We offer an analytic framework that aims to understand principal practice for instructional transformation. The framework examines how the principal’s conception of teacher learning shapes practice in relation to particular contexts and support systems. We illustrate the explanatory power of this framework by us…

  • Conceptualizing the work of facilitating practice-embedded teacher learning

    Open AccessLynsey K Gibbons, Lynsey Gibbons et al.ARTICLETeaching and Teacher Education2021Citada por: 5

  • Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities

    Open AccessLynsey K Gibbons, Lynsey Gibbons et al.ARTICLEJournal of Teacher Education2017Citada por: 4Referencias: 53

    Instructional improvement initiatives in many districts include instructional coaching as a primary form of job-embedded support for teachers. However, the coaching literature provides little guidance about what activities coaches should engage in with teachers to improve instruction. When researchers do propose activities, they rarely justify why those activities might support teacher learning. Drawing on the preservice and inservice teacher edu…