Search results for: Franke Megan L.

Page 1/1 2 items
1
Keeping It Complex: Using Rehearsals to Support Novice Teacher Learning of Ambitious Teaching
Authors: Lampert Magdalene, Franke Megan L., Kazemi Elham, Ghousseini Hala, Turrou Angela Chan, Beasley Heather, Cunard Adrian, Crowe Kathleen
The authors analyze a particular pedagogy for learning to interact productively with students and subject matter, which they call “rehearsal.” Their goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. The results of the quantitative analyses characterize how typical rehearsals were structured and what was worked on. Furthermore, the results show how NTs and TEs worked together to enable novices to study principled practice through qualitative analyses of a particularly salient aspect of ambitious teaching, namely, eliciting and responding to students’ performance.
Published: 2013
Updated: Jan. 26, 2016
2
Teacher Questioning to Elicit Students’ Mathematical Thinking in Elementary School Classrooms
Authors: Franke Megan L., Webb Noreen M., Chan Angela G., Ing Marsha, Freund Deanna, Battey Dan
In this article, the authors focus on three classrooms and the ways the teachers asked questions to help students make public and extend their mathematical thinking. The authors detail teachers’ questions and how they relate to students’ making explicit their complete and correct explanations. This study shows that teachers’ questions can position the student thinking in relation to the mathematics in ways that support student understanding.
Published: 2009
Updated: Nov. 04, 2009