Amy Guillotte
Biographic Data
| ID | 6508974 |
|---|---|
| NAME | Amy Guillotte |
| GIVEN NAMES | Amy |
| FAMILY NAME | Guillotte |
| SIGNATURE | GUILLOTTE A |
| AFFILIATIONS | California University of Pennsylvania |
| ORCID | 0009-0003-1591-4606 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Elementary teachers' conceptualizations of classroom discussions across content areas
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…
Differentiating Between Core Practices and Best Practices
Background: In 2008, Grossman and McDonald called for the development of a common language of “core practices” for describing the practice of teaching. They argued that a shared language of practice would help teacher educators and teachers work together on practice and develop nuanced, complex, and shared conceptualizations of instruction. Purpose: This article interrogates the claim that core practices promote shared language development by inv…
Practicing inquiry
Differentiating Between Core Practices and Best Practices
Background: In 2008, Grossman and McDonald called for the development of a common language of “core practices” for describing the practice of teaching. They argued that a shared language of practice would help teacher educators and teachers work together on practice and develop nuanced, complex, and shared conceptualizations of instruction. Purpose: This article interrogates the claim that core practices promote shared language development by inv…
Practicing inquiry
Elementary teachers' conceptualizations of classroom discussions across content areas
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…
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Educator Training and Historical Pedagogy (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Best practice (1 work) · Computer Science (1 work) · Content (measure theory (1 work) · Content analysis (1 work)