login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
The Role of Affect in Sustaining Teachers' Attention and Responsiveness to Student Thinking
39%
:
How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information
39%
:
Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers
39%
:
Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
38%
:
Instructors’ justifications regarding curricular design: Assumptions about life sciences students and their role in physics courses
36%
:
"After I gave students their prior knowledge" Pre-service teachers' conceptions of student prior knowledge
34%
:
Implementing Reform: Teachers’ Beliefs about Students and the Curriculum
34%
:
The Redirection: An Indicator of How Teachers Respond to Student Thinking
33%
:
Believe that they can achieve: How Teacher Attitudes Toward Physics Impact Student Outcomes
32%
:
How and why do high school teachers use PhET interactive simulations?
30%
:
Regression analysis exploring teacher impact on student FCI post scores
30%
:
Teacher Characteristics and Student Learning in Secondary Science
29%
:
A comparison of student perceptions of Dutch physics teachers' interpersonal behavior and their educational opinions in 1984 and 1993
29%
:
The role of physics departments in developing student teachers' expertise in teaching physics
29%
:
Characterizing teacher-asked questions in a high school physics classroom
29%
:
Seeing the Science in Children's Thinking: Case Studies of Student Inquiry and Physical Science.
29%
:
Valuing student ideas morally, instrumentally, and intellectually
29%
:
Making of epistemologically sophisticated physics teachers: A cross-sequential study of epistemological progression from preservice to in-service teachers
29%
:
Teachers' explanations of student difficulties with gravitational potential energy
29%
:
Middle School Physics Teachers' Content Knowledge of Acceleration