Joan D Pasley
Biographic Data
| ID | 6805736 |
|---|---|
| NAME | Joan D Pasley |
| GIVEN NAMES | Joan D |
| FAMILY NAME | Pasley |
| SIGNATURE | PASLEY J D |
| AFFILIATIONS | Horizon Research (United States) |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners
The limited availability of research instruments that reflect the vision of the Next Generation Science Standards (NGSS) restricts the field's understanding of whether and how teachers are making instructional shifts called for by the standards. The need for such instruments is particularly urgent with teachers of multilingual learners (MLs), who are called on to make shifts in how they think about and enact instruction related to both science an…
What do we know and how well do we know it? Identifying practice-based insights in education
Knowledge derived from practice forms a significant portion of the knowledge base in the education field, yet is not accessible using existing empirical research methods. This paper describes a systematic, rigorous, grounded approach to collecting and analysing practice-based knowledge using the authors’ research in teacher leadership as an example. Practitioners with relevant experience and expertise participated in multi-round, online panels in…
Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners
The limited availability of research instruments that reflect the vision of the Next Generation Science Standards (NGSS) restricts the field's understanding of whether and how teachers are making instructional shifts called for by the standards. The need for such instruments is particularly urgent with teachers of multilingual learners (MLs), who are called on to make shifts in how they think about and enact instruction related to both science an…
What do we know and how well do we know it? Identifying practice-based insights in education
Knowledge derived from practice forms a significant portion of the knowledge base in the education field, yet is not accessible using existing empirical research methods. This paper describes a systematic, rigorous, grounded approach to collecting and analysing practice-based knowledge using the authors’ research in teacher leadership as an example. Practitioners with relevant experience and expertise participated in multi-round, online panels in…
Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners
The limited availability of research instruments that reflect the vision of the Next Generation Science Standards (NGSS) restricts the field's understanding of whether and how teachers are making instructional shifts called for by the standards. The need for such instruments is particularly urgent with teachers of multilingual learners (MLs), who are called on to make shifts in how they think about and enact instruction related to both science an…
Medical education (2 works) · Medicine (2 works) · Advice (programming (1 work) · Collaborative Teaching and Inclusion (1 work) · Computer Science (1 work) · Data science (1 work) · Diverse Educational Innovations Studies (1 work) · Educational Research and Pedagogy (1 work) · Educational Systems and Policies (1 work) · Field (mathematics (1 work)