Research graph
References from Co-designing for social studies teacher learning: lessons from a six-year research−practice partnership. Local targets link to admitted publications; unresolved targets remain external evidence.
Reframing organizational contexts from barriers to levers for teacher learning in science education reform
10.1080/1046560x.2020.1794292 · 2021 · External reference
Unresolved reference
2024 · External reference
Practical measures of science teacher learning: conceptualizing organizational functions and affordances
10.1002/sce.21895 · 2025 · External reference
Unresolved reference
1999 · External reference
Participatory design research and educational justice: studying learning and relations within social change making
10.1080/07370008.2016.1181879 · 2016 · External reference
Unresolved reference
External reference
Perspectives on effective coaching by those who have been coached
10.1111/ijtd.12098 · 2017 · External reference
Unresolved reference
2002 · External reference
10.54300/122.311
10.54300/122.311 · 2017 · External reference
Instructional coaching as high-quality professional development
10.1080/00405841.2016.1241947 · 2016 · External reference
Expansive learning at work: toward an activity theoretical reconceptualization
10.1080/13639080020028747 · 2001 · External reference
10.1017/cbo9781139814744
10.1017/cbo9781139814744 · 2014 · External reference
Studies of expansive learning: foundations, findings and future challenges
10.1016/j.edurev.2009.12.002 · 2010 · External reference
Examining elementary social studies marginalization: a multilevel model
10.1177/0895904812453998 · 2014 · External reference
Content-focused coaching: five key practices
10.1086/688906 · 2016 · External reference
Examining a coaching routine to support teacher learning
10.1080/19477503.2022.2139094 · 2023 · External reference
Teacher time out: educators learning together in and through practice
2017 · External reference
Unresolved reference
External reference
Teaching practice: a cross-professional perspective
10.1177/016146810911100905 · 2009 · External reference
Re-designing infrastructure as a strategy for crafting coherence across three networks focused on the implementation of the next generation science standards
10.1002/tea.21688 · 2021 · External reference
Unresolved reference
External reference
A framework for approximations of practice: variations in purpose, approach, and opportunities for learning
10.1016/j.tate.2024.104795 · 2024 · External reference
From rote to reasoned: examining the role of pedagogical reasoning in practice-based teacher education
10.1016/j.tate.2019.102991 · 2020 · External reference
Practicing responsiveness: using approximations of teaching to develop teachers’ responsiveness to students’ ideas
10.1177/0022487119841884 · 2020 · External reference
Teaching content in practice: investigating rehearsals of social studies discussions
10.1016/j.tate.2019.06.017 · 2019 · External reference
Breaking the fourth wall: reaching beyond observer/performer binaries in studies of teacher and researcher learning
10.1080/07370008.2021.2010209 · 2022 · External reference
Getting inside rehearsals: insights from teacher educators to support work on complex practice
10.1177/0022487115615191 · 2016 · External reference
Math labs: teachers, teacher educators, and school leaders learning together with and from their own students
2018 · External reference
Unresolved reference
2007 · External reference
The effect of teacher coaching on instruction and achievement: a meta-analysis of the causal evidence
10.3102/0034654318759268 · 2018 · External reference
10.1037/10096-003
10.1037/10096-003 · 1991 · External reference
Core practices and pedagogies of teacher education: a call for a common language and collective activity
10.1177/0022487113493807 · 2013 · External reference
10.4324/9781003098478-40
10.4324/9781003098478-40 · 2022 · External reference
Implementing literacy coaching: the role of school social resources
10.3102/0162373710363743 · 2010 · External reference
Addressing the barriers of time
10.1002/trtr.1716 · 2018 · External reference
Pedagogical sensemaking during side-by-side coaching: examining the in-the-moment discursive reasoning of a teacher and coach
10.1080/10508406.2022.2132863 · 2023 · External reference
10.1007/978-3-030-20062-6_21
10.1007/978-3-030-20062-6_21 · 2019 · External reference
Infrastructuring as a practice of design-based research for supporting and studying equitable implementation and sustainability of innovations
10.1080/10508406.2018.1552151 · 2019 · External reference
Negotiating problems of practice in research–practice design partnerships
10.1177/016146811311501404 · 2013 · External reference
10.4324/9781003097112-15
10.4324/9781003097112-15 · 2022 · External reference
10.1007/978-3-030-20062-6
10.1007/978-3-030-20062-6 · 2019 · External reference
Humanizing co-design through attention to educators’ affective and relational experiences
10.1080/10508406.2024.2318557 · 2024 · External reference
Scaffolding coach feedback for history teachers on an online video analysis platform
2023 · External reference
Using video to highlight curriculum-embedded opportunities for student discourse
10.1177/0022487119895503 · 2020 · External reference
Learning to coach as identity development: examining novice history coaches through the lens of the dynamic systems model of role identity
10.1177/01614681261469640 · 2026 · External reference
Coaching teachers in document-based history instruction: practices that support teacher facilitation of student discourse
10.1177/00224871231223443 · 2024 · External reference
Evidence of emergent practice: teacher candidates facilitating historical discussion in their field placements
10.1016/j.tate.2018.12.014 · 2019 · External reference
Unresolved reference
2018 · External reference
Organizing for teacher agency in curricular co-design
10.1080/10508406.2016.1207541 · 2016 · External reference
Four years of collaboration in a professional learning community: shifting toward supporting students’ epistemic practices
10.1002/sce.21704 · 2022 · External reference
Contextual resources supporting the co-evolution of teachers’ collective inquiry and classroom practice after the grant ended
10.1002/sce.21900 · 2025 · External reference
Unresolved reference
2015 · External reference
Launching networked PLCs: footholds into creating and improving knowledge of ambitious and equitable teaching practices in an RPP
10.1177/2332858419875718 · 2019 · External reference
Collaborative design as a form of professional development
10.1007/s11251-014-9340-7 · 2015 · External reference
10.1017/cbo9780511803932
10.1017/cbo9780511803932 · 1998 · External reference
Four years of collaboration in a professional learning community: shifting toward supporting students’ epistemic practices
10.1002/sce.21704 · ExternalCitation · doi-reference
Practical measures of science teacher learning: conceptualizing organizational functions and affordances
10.1002/sce.21895 · ExternalCitation · doi-reference
Contextual resources supporting the co-evolution of teachers’ collective inquiry and classroom practice after the grant ended
10.1002/sce.21900 · ExternalCitation · doi-reference
Re-designing infrastructure as a strategy for crafting coherence across three networks focused on the implementation of the next generation science standards
10.1002/tea.21688 · ExternalCitation · doi-reference
Addressing the barriers of time
10.1002/trtr.1716 · ExternalCitation · doi-reference
10.1007/978-3-030-20062-6
10.1007/978-3-030-20062-6 · ExternalCitation · doi-reference
10.1007/978-3-030-20062-6_21
10.1007/978-3-030-20062-6_21 · ExternalCitation · doi-reference
Collaborative design as a form of professional development
10.1007/s11251-014-9340-7 · ExternalCitation · doi-reference
Studies of expansive learning: foundations, findings and future challenges
10.1016/j.edurev.2009.12.002 · ExternalCitation · doi-reference
Evidence of emergent practice: teacher candidates facilitating historical discussion in their field placements
10.1016/j.tate.2018.12.014 · ExternalCitation · doi-reference
Teaching content in practice: investigating rehearsals of social studies discussions
10.1016/j.tate.2019.06.017 · ExternalCitation · doi-reference
From rote to reasoned: examining the role of pedagogical reasoning in practice-based teacher education
10.1016/j.tate.2019.102991 · ExternalCitation · doi-reference
A framework for approximations of practice: variations in purpose, approach, and opportunities for learning
10.1016/j.tate.2024.104795 · ExternalCitation · doi-reference
10.1017/cbo9780511803932
10.1017/cbo9780511803932 · ExternalCitation · doi-reference
10.1017/cbo9781139814744
10.1017/cbo9781139814744 · ExternalCitation · doi-reference
10.1037/10096-003
10.1037/10096-003 · ExternalCitation · doi-reference
Instructional coaching as high-quality professional development
10.1080/00405841.2016.1241947 · ExternalCitation · doi-reference
Participatory design research and educational justice: studying learning and relations within social change making
10.1080/07370008.2016.1181879 · ExternalCitation · doi-reference
Breaking the fourth wall: reaching beyond observer/performer binaries in studies of teacher and researcher learning
10.1080/07370008.2021.2010209 · ExternalCitation · doi-reference
Reframing organizational contexts from barriers to levers for teacher learning in science education reform
10.1080/1046560x.2020.1794292 · ExternalCitation · doi-reference
Organizing for teacher agency in curricular co-design
10.1080/10508406.2016.1207541 · ExternalCitation · doi-reference
Infrastructuring as a practice of design-based research for supporting and studying equitable implementation and sustainability of innovations
10.1080/10508406.2018.1552151 · ExternalCitation · doi-reference
Pedagogical sensemaking during side-by-side coaching: examining the in-the-moment discursive reasoning of a teacher and coach
10.1080/10508406.2022.2132863 · ExternalCitation · doi-reference
Humanizing co-design through attention to educators’ affective and relational experiences
10.1080/10508406.2024.2318557 · ExternalCitation · doi-reference
Expansive learning at work: toward an activity theoretical reconceptualization
10.1080/13639080020028747 · ExternalCitation · doi-reference
Examining a coaching routine to support teacher learning
10.1080/19477503.2022.2139094 · ExternalCitation · doi-reference
Content-focused coaching: five key practices
10.1086/688906 · ExternalCitation · doi-reference
Perspectives on effective coaching by those who have been coached
10.1111/ijtd.12098 · ExternalCitation · doi-reference
Core practices and pedagogies of teacher education: a call for a common language and collective activity
10.1177/0022487113493807 · ExternalCitation · doi-reference
Getting inside rehearsals: insights from teacher educators to support work on complex practice
10.1177/0022487115615191 · ExternalCitation · doi-reference
Practicing responsiveness: using approximations of teaching to develop teachers’ responsiveness to students’ ideas
10.1177/0022487119841884 · ExternalCitation · doi-reference
Using video to highlight curriculum-embedded opportunities for student discourse
10.1177/0022487119895503 · ExternalCitation · doi-reference
Coaching teachers in document-based history instruction: practices that support teacher facilitation of student discourse
10.1177/00224871231223443 · ExternalCitation · doi-reference
Teaching practice: a cross-professional perspective
10.1177/016146810911100905 · ExternalCitation · doi-reference
Negotiating problems of practice in research–practice design partnerships
10.1177/016146811311501404 · ExternalCitation · doi-reference
Learning to coach as identity development: examining novice history coaches through the lens of the dynamic systems model of role identity
10.1177/01614681261469640 · ExternalCitation · doi-reference
Examining elementary social studies marginalization: a multilevel model
10.1177/0895904812453998 · ExternalCitation · doi-reference
Launching networked PLCs: footholds into creating and improving knowledge of ambitious and equitable teaching practices in an RPP
10.1177/2332858419875718 · ExternalCitation · doi-reference
The effect of teacher coaching on instruction and achievement: a meta-analysis of the causal evidence
10.3102/0034654318759268 · ExternalCitation · doi-reference
Implementing literacy coaching: the role of school social resources
10.3102/0162373710363743 · ExternalCitation · doi-reference
10.4324/9781003097112-15
10.4324/9781003097112-15 · ExternalCitation · doi-reference
10.4324/9781003098478-40
10.4324/9781003098478-40 · ExternalCitation · doi-reference
10.54300/122.311
10.54300/122.311 · ExternalCitation · doi-reference
