J Munson
Dados Biográficos
| ID | 66023 |
|---|---|
| NOME | J Munson |
| PRENOMES | J |
| SOBRENOME | Munson |
| ASSINATURA | MUNSON J |
| AFILIAÇÕES | Northwestern University |
| ORCID | 0000-0002-9985-1483 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAÇÕES | 12 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1975 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Revealing and refining teachers’ instructional vision
Mathematics teachers’ instructional vision, or the image they hold of valued mathematics teaching and learning, is a cornerstone of instructional improvement. Prior studies of instructional vision have focused on accessing teachers’ visions through interviews in which teachers imagine a hypothetical classroom that illustrates their aspirations. How they notice such a hypothetical classroom is connected to their professional vision, or how teacher…
Side-by-side coaching
Pedagogical sensemaking during side-by-side coaching
Background Pedagogical sensemaking, in which teachers attempt to figure something out in relation to teaching and learning, as a form of generative teacher discourse can provide opportunities for teachers to learn. However, much of the research in these areas examines how teachers reason during sustained collegial discourse outside the classroom.Methods This exploratory case study of one side-by-side coaching session, in which a coach and teacher…
What pedagogy feels like
Background Emotions are inherently intertwined with learning and disciplinary identity, and this relationship demands that teachers attend and respond to students’ emotions. In this study, we forward a theory that the development of pedagogical empathy, or the capacity to understand the implications of student emotions and use emotional data to make adaptive pedagogical decisions, is a component of adaptive expertise.Methods Using qualitative met…
How Coaches Get In
While coaches can have a positive impact on teachers’ practice and students’ learning, in many school districts teachers have the autonomy to decide whether and when to work with a coach. Coaches then must work to gain access to teachers’ classrooms. In a recent study of 28 content-focused coaches, researchers Jen Munson and Evthokia Stephanie Saclarides found that coaches used six types of strategies to gain access, typically coordinating multip…
Exploring what teachers notice about students' interactional dynamics during collaborative mathematics problem-solving and their connections to instructional practice
Enacted identity
Recent decades have seen extensive efforts across education policy and research to support mathematics teachers to learn and enact more student thinking-centered approaches in classrooms. While sociocultural theory conceives of learning as involving shifts in practice and identity, studies of teacher learning typically focus on changes in teaching practice alone. Conversely, studies of teacher identity often focus on the narratives teachers const…
Negotiating identity and agency amidst pedagogical change
Background When mathematics teachers embrace the call for pedagogical change, instructional shifts are likely to unfold in complex ways. While we typically view teachers as leading this process, within a figured worlds framework, students play active roles in negotiating the identities, rights, and obligations of all members of a classroom in the midst of pedagogical change.Methods Drawing on a comparative case study approach, the study examined …
Exploring the foci and depth of coach-teacher interactions during modeled lessons
Exploring the role of off-task activity on students’ collaborative dynamics
Off-task activity is ubiquitous in classrooms, yet little understood. Building on recent work that illustrates the utility of off-task activity to disrupt relations of power among students, this article explores the potential functions of off-task participation during collaborative mathematics problem-solving. We examined 56 instances of off-task participation across 12 collaborative problem-solving sessions in a fourth grade classroom during a c…
What if … ? Exploring thought experiments and non-rehearsing teachers’ development of adaptive expertise in rehearsal debriefs
Developing adaptive expertise in the wake of rehearsals
The Unionist Coalition and Education, 1895–1902
Historians have generally accepted the verdict that the 1902 Education Act was ‘among the two or three greatest constructive measures of the twentieth century’. Most have accepted likewise the interpretation laid down by the biographer of the Act's alleged author, Sir Robert Morant, that an educational crisis forced the Unionist government to begin thinking seriously about education. Their ineptitude, shown in attempts at legislation in 1900 and …
The London School Board Election of 1894
The London school board election of 1894
The Oxford Movement by the End of the Nineteenth Century
To its leaders the Oxford Movement was "the Romance of the nineteenth century" while to its opponents it was nothing less than "disloyalty to Christ and His Truth." Then, as now, the chief difficulty lay in delineating various characteristics, and this is especially the case with the Anglo-Catholic or "Ritualist" clergy by the end of the Victorian era. The following will be an attempt to place the phenomenon of Anglo-Catholicism, or Ritualism, in…
Developing adaptive expertise in the wake of rehearsals
Exploring the foci and depth of coach-teacher interactions during modeled lessons
Exploring what teachers notice about students' interactional dynamics during collaborative mathematics problem-solving and their connections to instructional practice
The Unionist Coalition and Education, 1895–1902
Historians have generally accepted the verdict that the 1902 Education Act was ‘among the two or three greatest constructive measures of the twentieth century’. Most have accepted likewise the interpretation laid down by the biographer of the Act's alleged author, Sir Robert Morant, that an educational crisis forced the Unionist government to begin thinking seriously about education. Their ineptitude, shown in attempts at legislation in 1900 and …
The London School Board Election of 1894
The London school board election of 1894
The Oxford Movement by the End of the Nineteenth Century
To its leaders the Oxford Movement was "the Romance of the nineteenth century" while to its opponents it was nothing less than "disloyalty to Christ and His Truth." Then, as now, the chief difficulty lay in delineating various characteristics, and this is especially the case with the Anglo-Catholic or "Ritualist" clergy by the end of the Victorian era. The following will be an attempt to place the phenomenon of Anglo-Catholicism, or Ritualism, in…
The Unionist Coalition and Education, 1895–1902
Historians have generally accepted the verdict that the 1902 Education Act was ‘among the two or three greatest constructive measures of the twentieth century’. Most have accepted likewise the interpretation laid down by the biographer of the Act's alleged author, Sir Robert Morant, that an educational crisis forced the Unionist government to begin thinking seriously about education. Their ineptitude, shown in attempts at legislation in 1900 and …
Exploring the role of off-task activity on students’ collaborative dynamics
Off-task activity is ubiquitous in classrooms, yet little understood. Building on recent work that illustrates the utility of off-task activity to disrupt relations of power among students, this article explores the potential functions of off-task participation during collaborative mathematics problem-solving. We examined 56 instances of off-task participation across 12 collaborative problem-solving sessions in a fourth grade classroom during a c…
What if … ? Exploring thought experiments and non-rehearsing teachers’ development of adaptive expertise in rehearsal debriefs
Developing adaptive expertise in the wake of rehearsals
Negotiating identity and agency amidst pedagogical change
Background When mathematics teachers embrace the call for pedagogical change, instructional shifts are likely to unfold in complex ways. While we typically view teachers as leading this process, within a figured worlds framework, students play active roles in negotiating the identities, rights, and obligations of all members of a classroom in the midst of pedagogical change.Methods Drawing on a comparative case study approach, the study examined …
Exploring the foci and depth of coach-teacher interactions during modeled lessons
Pedagogical sensemaking during side-by-side coaching
Background Pedagogical sensemaking, in which teachers attempt to figure something out in relation to teaching and learning, as a form of generative teacher discourse can provide opportunities for teachers to learn. However, much of the research in these areas examines how teachers reason during sustained collegial discourse outside the classroom.Methods This exploratory case study of one side-by-side coaching session, in which a coach and teacher…
What pedagogy feels like
Background Emotions are inherently intertwined with learning and disciplinary identity, and this relationship demands that teachers attend and respond to students’ emotions. In this study, we forward a theory that the development of pedagogical empathy, or the capacity to understand the implications of student emotions and use emotional data to make adaptive pedagogical decisions, is a component of adaptive expertise.Methods Using qualitative met…
How Coaches Get In
While coaches can have a positive impact on teachers’ practice and students’ learning, in many school districts teachers have the autonomy to decide whether and when to work with a coach. Coaches then must work to gain access to teachers’ classrooms. In a recent study of 28 content-focused coaches, researchers Jen Munson and Evthokia Stephanie Saclarides found that coaches used six types of strategies to gain access, typically coordinating multip…
Exploring what teachers notice about students' interactional dynamics during collaborative mathematics problem-solving and their connections to instructional practice
Enacted identity
Recent decades have seen extensive efforts across education policy and research to support mathematics teachers to learn and enact more student thinking-centered approaches in classrooms. While sociocultural theory conceives of learning as involving shifts in practice and identity, studies of teacher learning typically focus on changes in teaching practice alone. Conversely, studies of teacher identity often focus on the narratives teachers const…
Side-by-side coaching
Revealing and refining teachers’ instructional vision
Mathematics teachers’ instructional vision, or the image they hold of valued mathematics teaching and learning, is a cornerstone of instructional improvement. Prior studies of instructional vision have focused on accessing teachers’ visions through interviews in which teachers imagine a hypothetical classroom that illustrates their aspirations. How they notice such a hypothetical classroom is connected to their professional vision, or how teacher…
Pedagogy (11 obras) · Psychology (11 obras) · Teacher Education and Leadership Studies (11 obras) · Mathematics education (9 obras) · Sociology (7 obras) · Innovative Teaching and Learning Methods (5 obras) · Mathematics Education and Teaching Techniques (4 obras) · Political science (4 obras) · American Constitutional Law and Politics (3 obras) · Coaching (3 obras)