Meredith Park Rogers
Biographic Data
| ID | 6509301 |
|---|---|
| NAME | Meredith Park Rogers |
| GIVEN NAMES | Meredith Park |
| FAMILY NAME | Rogers |
| SIGNATURE | ROGERS M P |
| AFFILIATIONS | Indiana University Bloomington |
| ORCID | 0000-0002-4026-3003 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Bridging Worlds
Transitioning from a K-12 teacher to a teacher educator involves a significant transformation in professional identity, characterized by intellectual, pedagogical, and cultural challenges. This self-study explores the first author’s journey as an international graduate student transitioning from teacher to mathematics teacher educator in the United States. In this study, I investigate how my identity developed through reflective experiences, chal…
Examining Mathematics and Science Teacher Educators’ Experiences with Digital Simulations Designed to Support Pre-Service Teachers’ Facilitation of Argumentation-Focused Discussions
This study investigates the experiences of five elementary mathematics and science teacher educators as they engage pre-service teachers in facilitating argumentation-focused discussions through a series of digital simulations. The research responds to the call for more explicit documentation and sharing of the evolving practices of teacher educators (TEs), particularly those leveraging innovative digital tools in teacher education. Utilizing a f…
Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions
Engaging children in argumentation‐focused discussions is essential to helping them collaboratively make sense of scientific phenomena. To support this effort, teachers must listen and be responsive to students' ideas to move the discussion forward with the goal of reaching consensus. Given the complexity of this ambitious science teaching practice, in lieu of traditional field experiences, online simulated teaching experiences provide opportunit…
Promoting preservice teachers’ facilitation of argumentation in mathematics and science through digital simulations
Understanding Identity Development as a Science Teacher Educator Through Shifts in Pedagogical Equilibrium
This article reports research investigating the identity development of a science teacher educator (STE) (Author 1) through the lens of pedagogical equilibrium. Despite previous experience as a secondary science teacher and STE, Jennifer found herself questioning her feelings of legitimacy and relevance when teaching pre-service primary science teachers. Identifying moments of disturbance in her pedagogical equilibrium, and working with a critica…
Novice teachers’ pedagogical content knowledge for planning and implementing mathematics and science lessons
To understand novice teachers' pedagogical content knowledge, this study focuses on first-year teachers' planning and implementation of lessons incorporating students' representations, the exposure and sharing of students' ideas, and assessment. We examined 11 teachers' plans and implementation of two mathematics and two science lessons. Data included lesson plans, field notes, classroom observation protocols, and interviews. We found (a) teacher…
Situating video as context for teacher learning
Multi-Site Evaluation of Science and Mathematics Teacher Professional Development Programs
Novice teachers’ pedagogical content knowledge for planning and implementing mathematics and science lessons
To understand novice teachers' pedagogical content knowledge, this study focuses on first-year teachers' planning and implementation of lessons incorporating students' representations, the exposure and sharing of students' ideas, and assessment. We examined 11 teachers' plans and implementation of two mathematics and two science lessons. Data included lesson plans, field notes, classroom observation protocols, and interviews. We found (a) teacher…
Multi-Site Evaluation of Science and Mathematics Teacher Professional Development Programs
Situating video as context for teacher learning
Understanding Identity Development as a Science Teacher Educator Through Shifts in Pedagogical Equilibrium
This article reports research investigating the identity development of a science teacher educator (STE) (Author 1) through the lens of pedagogical equilibrium. Despite previous experience as a secondary science teacher and STE, Jennifer found herself questioning her feelings of legitimacy and relevance when teaching pre-service primary science teachers. Identifying moments of disturbance in her pedagogical equilibrium, and working with a critica…
Novice teachers’ pedagogical content knowledge for planning and implementing mathematics and science lessons
To understand novice teachers' pedagogical content knowledge, this study focuses on first-year teachers' planning and implementation of lessons incorporating students' representations, the exposure and sharing of students' ideas, and assessment. We examined 11 teachers' plans and implementation of two mathematics and two science lessons. Data included lesson plans, field notes, classroom observation protocols, and interviews. We found (a) teacher…
Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions
Engaging children in argumentation‐focused discussions is essential to helping them collaboratively make sense of scientific phenomena. To support this effort, teachers must listen and be responsive to students' ideas to move the discussion forward with the goal of reaching consensus. Given the complexity of this ambitious science teaching practice, in lieu of traditional field experiences, online simulated teaching experiences provide opportunit…
Promoting preservice teachers’ facilitation of argumentation in mathematics and science through digital simulations
Bridging Worlds
Transitioning from a K-12 teacher to a teacher educator involves a significant transformation in professional identity, characterized by intellectual, pedagogical, and cultural challenges. This self-study explores the first author’s journey as an international graduate student transitioning from teacher to mathematics teacher educator in the United States. In this study, I investigate how my identity developed through reflective experiences, chal…
Examining Mathematics and Science Teacher Educators’ Experiences with Digital Simulations Designed to Support Pre-Service Teachers’ Facilitation of Argumentation-Focused Discussions
This study investigates the experiences of five elementary mathematics and science teacher educators as they engage pre-service teachers in facilitating argumentation-focused discussions through a series of digital simulations. The research responds to the call for more explicit documentation and sharing of the evolving practices of teacher educators (TEs), particularly those leveraging innovative digital tools in teacher education. Utilizing a f…
Mathematics education (6 works) · Pedagogy (6 works) · Psychology (6 works) · Science education (6 works) · Teacher education (5 works) · Teacher Education and Leadership Studies (5 works) · Mathematics Education and Teaching Techniques (4 works) · Computer Science (3 works) · Epistemology (3 works) · Innovative Teaching and Learning Methods (3 works)