Amber S Bismack
Dados Biográficos
| ID | 9509546 |
|---|---|
| NOME | Amber S Bismack |
| PRENOMES | Amber S |
| SOBRENOME | Bismack |
| ASSINATURA | BISMACK A S |
| AFILIAÇÕES | Teacher Development and Educational Studies, School of Education and Human Services Oakland University Rochester Michigan USA |
| ORCID | 0000-0001-8070-817X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 2 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2022 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 0 |
The Resources of Instructional Contexts
Educational contexts are often seen as constraints in school settings. We propose a framework to analyze how teachers draw on their contexts to find resources to support their learning. Following five preservice elementary teachers into their first years of teaching, we draw on interviews, surveys, artifacts, and videorecords. We apply this framework to identify the resources available in elementary science teaching. Our findings show how some re…
Science practice‐readiness
With the shifts in science education emphasizing the integration of science practices with science content, there is a need to know how teachers understand those science practices within their teaching practice. Our primary research question was, What do novice elementary teachers know about the science practices, in terms of what the practices are and how to engage students in the science practices? To answer that question, the current qualitati…
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Science practice‐readiness
With the shifts in science education emphasizing the integration of science practices with science content, there is a need to know how teachers understand those science practices within their teaching practice. Our primary research question was, What do novice elementary teachers know about the science practices, in terms of what the practices are and how to engage students in the science practices? To answer that question, the current qualitati…
The Resources of Instructional Contexts
Educational contexts are often seen as constraints in school settings. We propose a framework to analyze how teachers draw on their contexts to find resources to support their learning. Following five preservice elementary teachers into their first years of teaching, we draw on interviews, surveys, artifacts, and videorecords. We apply this framework to identify the resources available in elementary science teaching. Our findings show how some re…
Mathematics education (2 obras) · Pedagogy (2 obras) · Psychology (2 obras) · Animal and Plant Science Education (1 obras) · Best practice (1 obras) · Computer Science (1 obras) · Diverse Educational Innovations Studies (1 obras) · Educational resources (1 obras) · Educator Training and Historical Pedagogy (1 obras) · Political science (1 obras)