Soo‐yean Shim
Dados Biográficos
| ID | 4636469 |
|---|---|
| NOME | Soo‐yean Shim |
| PRENOMES | Soo‐yean |
| SOBRENOME | Shim |
| ASSINATURA | SHIM S Y |
| AFILIAÇÕES | Curriculum and Instruction, College of Education University of Washington Seattle Washington USA |
| ORCID | 0000-0003-2073-6579 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 2 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 1 |
Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended
We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4‐year research–practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co‐evolution of the teachers' collective inquiry in the professional learning community (PLC) and classroom instruction, focused on suppo…
Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions
Teaching to support students' sense‐making is challenging. It requires continuous, context‐dependent decision‐making about which student ideas to pursue, when, how, and why. This paper presents a single case study of an experienced teacher, Nadine, as an illustrative case in order to provide a rich description of this teacher's decisional episodes. Specifically, we characterize Nadine's pedagogical reasoning for decisions to make space for or clo…
Four years of collaboration in a professional learning community
Few studies have examined how professional learning communities (PLCs) engage in collaborative inquiry over multiple years. This longitudinal study explored how a team of high school science teachers collaborated with researchers and district‐based coaches in a PLC over 4 years. We examined (1) how the PLC, which was situated in a culturally and linguistically diverse school that experienced high teacher and administrator turnover, shifted their …
Learning to teach science during the clinical experience
Agency has been used as a lens to focus on how educators learn through pedagogical risk‐taking, advocacy for curricular reform, and resisting policies that are not focused on the needs of students. We explored the role of agency as 65 preservice science teachers created learning opportunities for themselves during their clinical placements. Specifically, we investigated whether the types of agentive episodes varied by the level of congruence novi…
Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended
We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4‐year research–practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co‐evolution of the teachers' collective inquiry in the professional learning community (PLC) and classroom instruction, focused on suppo…
Learning to teach science during the clinical experience
Agency has been used as a lens to focus on how educators learn through pedagogical risk‐taking, advocacy for curricular reform, and resisting policies that are not focused on the needs of students. We explored the role of agency as 65 preservice science teachers created learning opportunities for themselves during their clinical placements. Specifically, we investigated whether the types of agentive episodes varied by the level of congruence novi…
Four years of collaboration in a professional learning community
Few studies have examined how professional learning communities (PLCs) engage in collaborative inquiry over multiple years. This longitudinal study explored how a team of high school science teachers collaborated with researchers and district‐based coaches in a PLC over 4 years. We examined (1) how the PLC, which was situated in a culturally and linguistically diverse school that experienced high teacher and administrator turnover, shifted their …
Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions
Teaching to support students' sense‐making is challenging. It requires continuous, context‐dependent decision‐making about which student ideas to pursue, when, how, and why. This paper presents a single case study of an experienced teacher, Nadine, as an illustrative case in order to provide a rich description of this teacher's decisional episodes. Specifically, we characterize Nadine's pedagogical reasoning for decisions to make space for or clo…
Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended
We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4‐year research–practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co‐evolution of the teachers' collective inquiry in the professional learning community (PLC) and classroom instruction, focused on suppo…
Mathematics education (4 obras) · Pedagogy (4 obras) · Psychology (4 obras) · Science education (3 obras) · Science Education and Pedagogy (3 obras) · Sociology (3 obras) · Computer Science (2 obras) · Educational Strategies and Epistemologies (2 obras) · Teacher Education and Leadership Studies (2 obras) · Agency (philosophy) (1 obras)