Tess Bernhard
Biographic Data
| ID | 6510389 |
|---|---|
| NAME | Tess Bernhard |
| GIVEN NAMES | Tess |
| FAMILY NAME | Bernhard |
| SIGNATURE | BERNHARD T |
| AFFILIATIONS | California University of Pennsylvania |
| ORCID | 0000-0002-1556-6758 |
| 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 |
‘Someone else in the universe is trying to teach you’
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…
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
‘Someone else in the universe is trying to teach you’
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…
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Teacher Education and Leadership Studies (2 works) · Best practice (1 work) · Computer Science (1 work) · Educational Games and Gamification (1 work) · Educator Training and Historical Pedagogy (1 work) · EFL/ESL Teaching and Learning (1 work) · Engineering (1 work)