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Educational Studies

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Teachers' Formative Assessment Practices for Early Addition andSubtraction: Is Teachers' Awareness of a Learning Trajectory Related to HowThey Respond to Students?

颁布单位：[University of Michigan] | 颁布时间：2018 | 实施时间：2018 | 学科分类：[mathematics education, early addition subtraction, formative assessment, teacher responding, learning trajectory, Education, Social Sciences, Educational Studies]

预览 | 原文链接 [浏览：26 下载：18]
;;Discussion is the Laboratory;;: A Cross-Comparative Analysis of Four Secondary ELA Teachers' Discussion-Leading Practices

颁布单位：[University of Michigan] | 颁布时间：2018 | 实施时间：2018 | 学科分类：[discussion, Education, Social Sciences, Educational Studies]

预览 | 原文链接 [浏览：29 下载：0]
Pre-Service Teachers' Understandings and Interpretations of the Common Core State Standardsfor Mathematical Practice

颁布单位：[University of Michigan] | 颁布时间：2018 | 实施时间：2018 | 学科分类：[mathematics education, pre-service teacher education, Common Core State Standards for Mathematics, Common Core State Standards for Mathematical Practice, Education, Social Sciences, Educational Studies]

预览 | 原文链接 [浏览：75 下载：59]
Changing Perspectives: Working with Elementary Teachers to Create Curriculum to Increase Students' Civic Perspective-Taking

颁布单位：[University of Michigan] | 颁布时间：2018 | 实施时间：2018 | 学科分类：[Civic perspective-taking, Social studies education, Elementary education, Design-based research (DBR), Researcher-practitioner partnerships, Teacher learning, Education, Social Sciences, Educational Studies]

预览 | 原文链接 [浏览：25 下载：16]
Teachers' Encounters with Horizon Content Knowledge Investigating Knowledge Sensibilities for Teaching Mathematics

颁布单位：[University of Michigan] | 颁布时间：2018 | 实施时间：2018 | 学科分类：[Mathematical Knowledge for Effective Teaching, Education, Social Sciences, Educational Studies]

预览 | 原文链接 [浏览：22 下载：11]
Promoting Instructional Improvement: Promising Evidence of Coaching That Benefits Teachers' Practice

颁布单位：[University of Michigan] | 颁布时间：2018 | 实施时间：2018 | 学科分类：[Teacher coaching, Education, Social Sciences, Educational Studies]

预览 | 原文链接 [浏览：25 下载：0]
Ready for What?: A Longitudinal Investigation of Eleven ;;College-Ready;; Students' Disciplinary Literacy Learning Experiences from High School into College

颁布单位：[University of Michigan] | 颁布时间：2018 | 实施时间：2018 | 学科分类：[College readiness, Disciplinary Literacy, Longitudinal study, K-12 education, Higher Education, Education, Social Sciences, Educational Studies]

预览 | 原文链接 [浏览：71 下载：39]
Texts and Tasks in Elementary Project-Based Science

颁布单位：[University of Michigan] | 颁布时间：2018 | 实施时间：2018 | 学科分类：[elementary literacy instruction, project-based learning, elementary science instruction, designed learning environments, Education, Social Sciences, Educational Studies]

预览 | 原文链接 [浏览：27 下载：2]
Supporting Beginning Teacher Planning and Enactment of Investigation-based Science Discussions: The Design and Use of Tools within Practice-based Teacher Education

颁布单位：[University of Michigan] | 颁布时间：2017 | 实施时间：2017 | 学科分类：[preservice science teacher education, science education, investigation-based discussions, Education, Social Sciences, Educational Studies]

预览 | 原文链接 [浏览：26 下载：1]
Evaluating the Impact of Statewide Supports to Reduce Within-School Achievement Gaps: A Mixed Methods Study of Focus Schools in Michigan

颁布单位：[University of Michigan] | 颁布时间：2017 | 实施时间：2017 | 学科分类：[School Accountability, Regression Discontinuity Design, Focus Schools, Achievement Gap, Continuous Improvement, Education, Social Sciences (General), Social Sciences, Educational Studies]

预览 | 原文链接 [浏览：20 下载：13]