Danielle Rhemer
Dados Biográficos
| ID | 9256902 |
|---|---|
| NOME | Danielle Rhemer |
| PRENOMES | Danielle |
| SOBRENOME | Rhemer |
| ASSINATURA | RHEMER D |
| AFILIAÇÕES | Old Dominion University |
| ORCID | 0000-0002-5675-5045 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
A Study of Teacher Sensemaking About Productive Student Talk in Science Classrooms
Reform efforts in science education call for students to learn science by engaging in the discipline to explain phenomena. This requires students to engage in productive science talk, or talk that is accountable to the learning community, focused on building on the ideas of others, accountable to the standards of reasoning emphasizing logical, evidence‐based conclusions, and accountable to science knowledge and the process of sensemaking, engagin…
Developing Teamwork Skills in Undergraduate Engineering Students
This study contributes to team science and competency development by comparing demonstrated teamwork skills by engineering students participating in disciplinary and cross-disciplinary team projects. Teamwork skills are key competencies necessary to solve complex technical challenges in the workplace. Despite prior efforts to enhance these competencies in engineering students, there is still a lack of empirical research examining the effectivenes…
Examining the Influence of Secondary Math and Science Teacher Preparation Programs on Graduates’ Instructional Quality and Persistence in Teaching
This quantitative, non-experimental study explored the relationship between the features of math and science teachers’ preparation programs and their graduates’ instructional rigor and persistence in teaching. Five math and science teacher preparation programs from across the United States were examined. Six sets of instructional tasks were collected from forty-six recent graduates of these programs to provide insights into novices’ instructional…
Describing the Development of the Assessment of Biological Reasoning (ABR)
Assessments of scientific reasoning that capture the intertwining aspects of conceptual, procedural and epistemic knowledge are often associated with intensive qualitative analyses of student responses to open-ended questions, work products, interviews, discourse and classroom observations. While such analyses provide evaluations of students’ reasoning skills, they are not scalable. The purpose of this study is to develop a three-tiered multiple-…
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Describing the Development of the Assessment of Biological Reasoning (ABR)
Assessments of scientific reasoning that capture the intertwining aspects of conceptual, procedural and epistemic knowledge are often associated with intensive qualitative analyses of student responses to open-ended questions, work products, interviews, discourse and classroom observations. While such analyses provide evaluations of students’ reasoning skills, they are not scalable. The purpose of this study is to develop a three-tiered multiple-…
Examining the Influence of Secondary Math and Science Teacher Preparation Programs on Graduates’ Instructional Quality and Persistence in Teaching
This quantitative, non-experimental study explored the relationship between the features of math and science teachers’ preparation programs and their graduates’ instructional rigor and persistence in teaching. Five math and science teacher preparation programs from across the United States were examined. Six sets of instructional tasks were collected from forty-six recent graduates of these programs to provide insights into novices’ instructional…
Developing Teamwork Skills in Undergraduate Engineering Students
This study contributes to team science and competency development by comparing demonstrated teamwork skills by engineering students participating in disciplinary and cross-disciplinary team projects. Teamwork skills are key competencies necessary to solve complex technical challenges in the workplace. Despite prior efforts to enhance these competencies in engineering students, there is still a lack of empirical research examining the effectivenes…
A Study of Teacher Sensemaking About Productive Student Talk in Science Classrooms
Reform efforts in science education call for students to learn science by engaging in the discipline to explain phenomena. This requires students to engage in productive science talk, or talk that is accountable to the learning community, focused on building on the ideas of others, accountable to the standards of reasoning emphasizing logical, evidence‐based conclusions, and accountable to science knowledge and the process of sensemaking, engagin…
Mathematics education (3 obras) · Psychology (3 obras) · Computer Science (2 obras) · Discipline (2 obras) · Science Education and Pedagogy (2 obras) · Artificial Intelligence (1 obras) · Bachelor (1 obras) · Biomedical and Engineering Education (1 obras) · Conceptualization (1 obras) · Cross disciplinary (1 obras)