Valerie Otero
Dados Biográficos
| ID | 3828342 |
|---|---|
| NOME | Valerie Otero |
| PRENOMES | Valerie |
| SOBRENOME | Otero |
| ASSINATURA | OTERO V |
| AFILIAÇÕES | University of Colorado Boulder |
| ORCID | 0000-0001-6890-4880 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 2 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2005 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 1 |
Students Really Benefited From That Hybridization
This ethnographic cross‐case study examines five teachers' year‐long efforts to implement practice‐based physics instruction within the unique organizational context of a no‐excuses charter network. The teachers were attempting to adapt their didactic, rigid, and compliance‐based instructional approach to include more opportunities for students to figure out disciplinary concepts through evidence and consensus. To assist in these efforts, teacher…
Ting, tang, tong
There is a significant amount of research literature on the importance of identifying and building on students' experiences and ideas for making sense of the natural world, especially when engaging in science practices. Simultaneously, approaches to creating justice‐oriented science education promote the need to focus on the diverse sense‐making repertoires that students, especially those from historically marginalized communities, bring to scien…
Leveraging purposes and values to motivate and negotiate reform
This study examines the impact of organizational purposes and values on reforming physics instruction to align with a practice‐based instructional approach, in a case of engaging in infrastructuring with a no‐excuses charter network. The network's instruction was guided by organizational purposes of ensuring predictable academic success and collegiate access for all students and was supported by a robust system of instructional infrastructures th…
Moving Beyond the "Get it or Don't" Conception of Formative Assessment
This article proposes a model of formative assessment grounded in Vygotsky's theory of concept formation and argues that this model can provide a useful framework for facilitating a beginning teacher's continued learning. The model is used to argue that beginning teachers need to know how to recognize, describe, and use students' prior knowledge not only in terms of whether students get the academic concept but also in terms of the valuable, expe…
Integrating Technology into Teacher Education
Teacher education programs around the nation continue to be challenged to prepare prospective teachers to use technology "meaningfully" in their instruction. This implies that university faculty in teacher education programs must become proficient at technology use and must come to understand content-specific, pedagogical uses of technology for their own instruction. In this article, the authors present a model for technological change driven by …
Students Really Benefited From That Hybridization
This ethnographic cross‐case study examines five teachers' year‐long efforts to implement practice‐based physics instruction within the unique organizational context of a no‐excuses charter network. The teachers were attempting to adapt their didactic, rigid, and compliance‐based instructional approach to include more opportunities for students to figure out disciplinary concepts through evidence and consensus. To assist in these efforts, teacher…
Moving Beyond the "Get it or Don't" Conception of Formative Assessment
This article proposes a model of formative assessment grounded in Vygotsky's theory of concept formation and argues that this model can provide a useful framework for facilitating a beginning teacher's continued learning. The model is used to argue that beginning teachers need to know how to recognize, describe, and use students' prior knowledge not only in terms of whether students get the academic concept but also in terms of the valuable, expe…
Integrating Technology into Teacher Education
Teacher education programs around the nation continue to be challenged to prepare prospective teachers to use technology "meaningfully" in their instruction. This implies that university faculty in teacher education programs must become proficient at technology use and must come to understand content-specific, pedagogical uses of technology for their own instruction. In this article, the authors present a model for technological change driven by …
Moving Beyond the "Get it or Don't" Conception of Formative Assessment
This article proposes a model of formative assessment grounded in Vygotsky's theory of concept formation and argues that this model can provide a useful framework for facilitating a beginning teacher's continued learning. The model is used to argue that beginning teachers need to know how to recognize, describe, and use students' prior knowledge not only in terms of whether students get the academic concept but also in terms of the valuable, expe…
Leveraging purposes and values to motivate and negotiate reform
This study examines the impact of organizational purposes and values on reforming physics instruction to align with a practice‐based instructional approach, in a case of engaging in infrastructuring with a no‐excuses charter network. The network's instruction was guided by organizational purposes of ensuring predictable academic success and collegiate access for all students and was supported by a robust system of instructional infrastructures th…
Ting, tang, tong
There is a significant amount of research literature on the importance of identifying and building on students' experiences and ideas for making sense of the natural world, especially when engaging in science practices. Simultaneously, approaches to creating justice‐oriented science education promote the need to focus on the diverse sense‐making repertoires that students, especially those from historically marginalized communities, bring to scien…
Students Really Benefited From That Hybridization
This ethnographic cross‐case study examines five teachers' year‐long efforts to implement practice‐based physics instruction within the unique organizational context of a no‐excuses charter network. The teachers were attempting to adapt their didactic, rigid, and compliance‐based instructional approach to include more opportunities for students to figure out disciplinary concepts through evidence and consensus. To assist in these efforts, teacher…
Mathematics education (5 obras) · Pedagogy (5 obras) · Psychology (5 obras) · Sociology (4 obras) · Charter (2 obras) · Computer Science (2 obras) · Political science (2 obras) · Science Education and Pedagogy (2 obras) · Teacher Education and Leadership Studies (2 obras) · Art (1 obras)