Developing knowledge-in-action with a learning progression: Sequential analysis of teachers' questions and responses to student ideas

Published on Nov 1, 2018in Teaching and Teacher Education2.41
· DOI :10.1016/j.tate.2018.06.001
Erin Marie Furtak21
Estimated H-index: 21
(CU: University of Colorado Boulder),
Roger Bakeman54
Estimated H-index: 54
(GSU: Georgia State University),
Jason Y. Buell2
Estimated H-index: 2
(CU: University of Colorado Boulder)
Abstract Researchers have argued that teachers' knowledge can be evidenced by the ways they elicit and respond to student ideas. We analyze data from a four-year study of nine high school teachers who designed formative assessment tasks and learned about student thinking with a learning progression for natural selection. We coded teacher questions, student responses, and teacher feedback in classroom videos collected across four years. Through sequential analysis, we found that teachers came to ask more questions that elicited student ideas, and also became more likely to respond to student ideas with pushing feedback at the end of the study.
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#1Erin Marie Furtak (CU: University of Colorado Boulder)H-Index: 21
#2Maria Araceli Ruiz-Primo (Stanford University)H-Index: 23
Last.Roger Bakeman (GSU: Georgia State University)H-Index: 54
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#1Hosun Kang (UCI: University of California, Irvine)H-Index: 11
#2Mark Windschitl (UW: University of Washington)H-Index: 23
Last.Jessica Thompson (UW: University of Washington)H-Index: 12
view all 4 authors...
#1Jessica Thompson (UW: University of Washington)H-Index: 12
#2Sara Hagenah (BSU: Boise State University)H-Index: 2
Last.Mark Windschitl (UW: University of Washington)H-Index: 23
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#1Amy D. RobertsonH-Index: 4
#2Leslie J. AtkinsH-Index: 6
Last.Jennifer RichardsH-Index: 2
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Cited By2
#1Hui Jin (Princeton University)H-Index: 1
#2Jamie N. Mikeska (Princeton University)H-Index: 2
Last.Elia Mavronikolas (Princeton University)H-Index: 2
view all 4 authors...
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