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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 17 of 17 1 Wandering eyes: Eye movements during mind wandering in video lectures Zhang, Han; Miller, Kevin F.; Sun, Xin. - : Wiley Periodicals, Inc., 2020. : R Foundation for Statistical Computing, 2020 BASE Show details 2 Willpower as Cultural Construct: Do Chinese Students Believe Less in Its Depletion? Sun, Xin; Cortina, Kai S.; Miller, Kevin F.. - : Frontiers Media S.A., 2019 BASE Show details 3 How Can I Persuade You? The Development of Audience Awareness in Children's Oral and Written Arguments Samudra, Preeti. - 2017 BASE Show details 4 How Do Secondary Mathematics Teachers Manage Students' Responses In-The Moment? Rougee, Annick. - 2017 BASE Show details 5 A Novel Approach to Fostering Next Generation Science Knowledge in Middle School Students: Introducing Double-Blinded Reviews in Classroom Formative Assessments. Zaidi, Sania Zahra. - 2016 BASE Show details 6 Managing Urban Classrooms: Exploring Beginning Teachers’ Beliefs, Actions, and Influences of Classroom Management. Kwok, Andrew H.. - 2016 BASE Show details 7 How Mathematical Knowledge for Teaching Intersects with Teaching Practices: The Knowledge and Reasoning Entailed in Selecting Examples and Giving Explanations in Secondary Mathematics. Snider, Rachel Beth. - 2016 Abstract: Teaching requires both knowing and doing. This dissertation helps bridge between research on teacher knowledge and research on teaching practice by conceptualizing the ways in which teachers draw on their knowledge when enacting specific teaching practices. Recent research on mathematical knowledge for teaching has specified different domains of teachers’ knowledge, but has focused less on how teachers use what they know in teaching. Similarly, several teaching practices have been found to matter for student learning, yet researchers have not adequately delved into the knowledge and work entailed in carrying out these practices. To investigate teachers’ knowledge use in practice, this study of eight Algebra II teachers focused on the content of rational expressions and equations and two foundational practices in mathematics teaching, selecting examples and explaining. Data were collected through classroom observations and interviews simulating the two teaching practices. Analyses probed the knowledge used in enacting each practice. One finding of this study is a description of components of the practice of selecting examples and the knowledge teachers draw on in enacting them. For instance, teachers sequence examples and draw on nuanced understandings of differences across a set of mathematical examples. Second, different categories of explanations were seen and teachers’ knowledge use varied by explanation type. Third, across both practices, the knowledge teachers drew on when enacting the practices was associated with differences in how teachers enacted the practice. For example, teachers drew on a broader range of knowledge types when giving mathematical reasoning explanations than when giving procedural explanations. The research also shows the complexity of knowledge use when enacting teaching practices. For example, during a single explanation, one teacher drew on common and specialized content knowledge, knowledge of content and students, and pedagogical knowledge. The findings contribute to theoretical understandings of how teachers use knowledge in teaching by conceptualizing the ways in which teachers draw on their mathematical knowledge for teaching when enacting specific teaching practices. For instance, they better specify types of specialized content knowledge used in practice. This work also has implications for mathematics teacher education and the methods used to study teacher knowledge in practice. Keyword: Giving Explanations; Mathematical Knowledge for Teaching; Rational Expressions and Equations; Secondary Mathematics Teaching; Selecting Examples; Teaching Practices URL: http://hdl.handle.net/2027.42/133262 BASE Hide details 8 Before the School Bus: Parental Influence on Early Language and Literacy Learning in the Home Environment. Kenney, Christine Kaye. - 2012 BASE Show details 9 The Contributions of Preschool Attendance and Kindergarten Experience to Executive Functioning in Chinese and American Children. Weixler, Lindsay Hodges Bell. - 2012 BASE Show details 10 What is the place for Pinyin in beginning Chinese reading? : evidence from eye movements Yan, Ming; Miller, Kevin F.; Li, Hong... In: Cognitive and cultural influences on eye movements (Tianjin, 2009), p. 343-360 MPI für Psycholinguistik Show details 11 Orthography and the development of reading processes: an eye-movement study of Chinese and English Feng, Gary; Miller, Kevin F.; Shu, Hua... In: Child development. - Malden, Ma. [u.a.] : Blackwell 80 (2009) 3, 720-735 BLLDB Show details 12 When days are numbered : calendar structure and the development of calendar processing in English and Chinese Kelly, Melissa K.; Miller, Kevin F.; Fang, Ge... In: Journal of experimental child psychology. - Amsterdam : Elsevier 73 (1999) 4, 289-314 BLLDB Show details 13 Studies in Chinese linguistics Good, Robert (Mitarb.); Miller, Kevin F. (Mitarb.) In: Studies in the linguistic sciences. - Urbana, Ill. 26 (1996) 1-2, 1-408 BLLDB Show details 14 Starting to add worse : effects of learning to multiply on childrens addition Miller, Kevin F.; Paredes, David R. In: Cognition. - Amsterdam [u.a] : Elsevier 37 (1990) 3, 213-242 BLLDB Show details 15 "That's an Interesting Finding, but.:" Postsecondary Students' Interpretations of Research Findings. Burrage, Marie S. BASE Show details 16 Investigating the Efficacy of a Preschool Vocabulary Intervention Designed to Increase Vocabulary Size and Conceptual Knowledge. Dwyer, Julie C. BASE Show details 17 Taking an Effective Authorial Stance in Academic Writing: Inductive Learning for Second Language Writers using a Stance Corpus. Chang, Peichin BASE Show details

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