Teacher Learning Of Ambitious And Equitable Mathematics Instruction
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Teacher Learning of Ambitious and Equitable Mathematics Instruction
Drawing on sociocultural learning theory, this book offers a groundbreaking theory of secondary mathematics teacher learning in schools, focusing on the transformation of instruction as a conceptual change project to achieve ambitious and equitable mathematics teaching. Despite decades of research showing the importance of ambitious and equitable teaching, few inroads have been made in most U.S. classrooms, and teacher learning in general remains undertheorized in most educational research. Illustrating their theory through closely documented case studies of secondary mathematics teachers’ learning and instructional practices, authors Horn and Garner explore the key conceptual issues teachers are required to work through in order to more fully realize ambitious and equitable teaching in their classrooms. By theorizing teacher learning from a sociocultural perspective and focusing on instructional practice, the authors make a unique contribution to the field of teacher learning. This book offers researchers, scholars, and teacher educators new theoretical and methodological tools for the elusive phenomenon of teacher learning, and provides instructional leaders and coaches with practical examples of how teachers shift their thinking and practice.
Teacher Learning of Ambitious and Equitable Mathematics Instruction
Drawing on sociocultural learning theory, this book offers a groundbreaking theory of secondary mathematics teacher learning in schools, focusing on the transformation of instruction as a conceptual change project to achieve ambitious and equitable mathematics teaching. Despite decades of research showing the importance of ambitious and equitable teaching, few inroads have been made in most U.S. classrooms, and teacher learning in general remains undertheorized in most educational research. Illustrating their theory through closely documented case studies of secondary mathematics teachers’ learning and instructional practices, authors Horn and Garner explore the key conceptual issues teachers are required to work through in order to more fully realize ambitious and equitable teaching in their classrooms. By theorizing teacher learning from a sociocultural perspective and focusing on instructional practice, the authors make a unique contribution to the field of teacher learning. This book offers researchers, scholars, and teacher educators new theoretical and methodological tools for the elusive phenomenon of teacher learning, and provides instructional leaders and coaches with practical examples of how teachers shift their thinking and practice.
Ambitious Science Teaching
Author: Mark Windschitl
language: en
Publisher: Harvard Education Press
Release Date: 2020-08-05
2018 Outstanding Academic Title, Choice Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. The book is organized around four sets of core teaching practices: planning for engagement with big ideas; eliciting student thinking; supporting changes in students’ thinking; and drawing together evidence-based explanations. Discussion of each practice includes tools and routines that teachers can use to support students’ participation, transcripts of actual student-teacher dialogue and descriptions of teachers’ thinking as it unfolds, and examples of student work. The book also provides explicit guidance for “opportunity to learn” strategies that can help scaffold the participation of diverse students. Since the success of these practices depends so heavily on discourse among students, Ambitious Science Teaching includes chapters on productive classroom talk. Science-specific skills such as modeling and scientific argument are also covered. Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them.