What Makes for Powerful Classrooms, and How Can We Support Teachers in Creating Them? A Story of Research and Practice, Productively Intertwined
Bibliographic Data
| ID | 9734878 |
|---|---|
| Authors | Alan H Schoenfeld (0000-0003-1858-959X, University of California, Berkeley, CA, corresponding author) |
| Year | 2014 |
| Volume | 43 |
| Issue | 8 |
| Pages | 404-412 |
| Publication date | 2014-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x14554450 |
| OpenAlex | W4235947318 |
| Language | EN |
| Citations received | 28 |
| References cited | 10 |
This article and my career as an educational researcher are grounded in two fundamental assumptions: (a) that research and practice can and should live in productive synergy, with each enhancing the other, and (b) that research focused on teaching and learning in a particular discipline can, if carefully framed, yield insights that have implications across a broad spectrum of disciplines. This article begins by describing in brief two bodies of work that exemplify these two fundamental assumptions. I then elaborate on a third example, the development of a new set of tools for understanding and supporting powerful mathematics classroom instruction—and by extension, powerful instruction across a wide range of disciplines
Discipline · Educational research · Engineering ethics · Extension (predicate logic · Mathematics education · Pedagogy · Set (abstract data type · Social science · Sociology · Cognitive and developmental aspects of mathematical skills · Computer Science · Engineering · Mathematics Education and Programs · Mathematics Education and Teaching Techniques · Psychology
Toward Culturally Responsive Algebra
Optimizing learning conditions for self-determination in primary mathematics education
Navigating didactic complexity
The Discourse Mapping Tree as a tool for mapping classroom discussions in linear algebra
Evolución de la resolución de problemas en el currículo chileno de primaria
Agnosticism in instructional observation systems
Eye tracking technology on children's mathematical education
Five principles for high-quality mathematics teaching
Instructional Perseverance in Early-Childhood Classrooms
Access to mathematics learning for lower secondary students in England during school closures
Developing a quality curriculum in a technological era
The multilayered effects of initial teacher education programs on the beginning teacher workforce and workplace
Mathematics motivation in primary education
Supporting Civic Reasoning, Discourse, and Problem Solving That Is Political Without Being Partisan
Teachers’ perspectives on curriculum changes at lower secondary-level mathematics
Students’ Mathematical Learning Behaviour in Teaching-for-Understanding Classes
Instructional Strategies Used by Junior Primary Teachers in the Oshana Region of Namibia to Teach the Number Concept to Grade 1 Learners
Teachers’ instructional practices during pupils’ individual seatwork in Norwegian Language arts
Addressing Horizontal and Vertical Gaps in Educational Systems
Teachers’ engagement with student mathematical agency and authority in school-based professional learning
Formative Learning Experiences of Urban Mathematics Teachers’ and Their Role in Classroom Care Practices and Student Belonging
A critical analysis of the national curriculum for nomadic primary schools in Nigeria
Retrieval practice opportunities in middle school mathematics teachers’ oral questions
The effectiveness of a principle‐based professional development programme in promoting teachers' high‐level talk in primary mathematics classrooms
How Do These Data Make You Feel ?” The Emergence of Emotional Pathways in Community Science Data Talks About Climate Justice Issues
Conhecimentos Profissionais Evidenciados Em Estudos De Aula Na Perspectiva De Professores Participantes
Classroom observation in context
Summative and Formative Assessments in Mathematics Supporting the Goals of the Common Core Standards
| Unique citing works | 28 |
|---|---|
| Citations per year | 2,55 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 28 |