Differences among Teachers in a Task Characterized by Simultaneity, Multidimensionality, and Immediacy
Bibliographic Data
| ID | 8224313 |
|---|---|
| Authors | Donna S Sabers (corresponding author), Katherine Cushing (0000-0003-4812-0610), Katherine S Cushing, David C Berliner (0000-0003-3930-7280) |
| Year | 1991 |
| Volume | 28 |
| Issue | 1 |
| Pages | 63 |
| Publication date | 1991-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/1162879 |
| OpenAlex | W4230003148 |
| Language | EN |
| Citations received | 40 |
Donna S. Sabers, Katherine S. Cushing, David C. Berliner, Differences among Teachers in a Task Characterized by Simultaneity, Multidimensionality, and Immediacy, American Educational Research Journal, Vol. 28, No. 1 (Spring, 1991), pp. 63-88
Economics · Epistemology · Immediacy · Mathematics education · Simultaneity · Task (project management · Education and Learning Interventions · Psychology · Social Psychology
About the Complexities of Video-Based Assessments
Teacher vision
Classroom Management Scripts
Using digital video to measure the professional vision of elementary classroom management
Identifying Teacher Expertise
How professional knowledge and general cognitive abilities relate to pre-service teachers’ professional vision
Eye tracking in a teaching context
Supporting Elementary Teachers' Collective Inquiry into the “E” in STEM
Class size affects preservice teachers’ physiological and psychological stress reactions
Classroom complexity affects student teachers’ behavior in a VR classroom
Researching Pre-school Teachers’ Knowledge of Oral Language Pedagogy Using Video
Classroom chronicles
Promoting preservice teachers’ multiperspective professional vision in virtual learning environments – On the effects of modeling videos and prompts during video-based lesson analysis
What’s in a diagnosis
Learning to observe
Using video to assess preschool teachers’ pedagogical knowledge
Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children
What case discussions reveal about teacher thinking
Decentering teacher voice - And stance? Teacher candidates’ explicit and implicit disclosure in social studies discussions
Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach
Weaving stronger fabric
Game jams in schools
Learning a new curricular approach
Time for elementary educators' professional development
Teachers' cognitive processing of complex school-based scenarios
Measuring teachers' structural knowledge
Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional vision
Evolution of novice through expert teachers' recall
See and tell
Exploring the relationship between certification sources, experience levels, and classroom management orientations of classroom teachers
Deliberate practice in teaching
Changing contexts and expertise in teaching
Beginning teachers who stay
Experienced teachers' attributions and their reactions in problematic classroom situations
Teachers' professional vision, pedagogical content knowledge and beliefs
Stability and change in teacher expertise
The relation between content-specific and general teacher knowledge and skills
Learning to teach in a field-based methods course
Pre-service teachers’ world history discussions
Reflecting on ESL teacher expertise
| Citations per year | 1.18 |
|---|---|
| Citation span | 1992 - 2026 (35) |
| Highly cited | No |