107 results on '"Mikeska, Jamie N."'
Search Results
2. Using Videos as a Tool for Self-Reflection: The Nature of In-Service Elementary Teachers’ Reflections on Their Ability to Facilitate Argumentation-Focused Discussions in a Simulated Classroom
3. Exploring the Potential of Automated and Personalized Feedback to Support Science Teacher Learning
4. Designing Educative Curriculum Materials for Teacher Educators: Supporting Preservice Elementary Teachers’ Content Knowledge for Teaching About Matter and Its Interactions
5. Examining Elementary Science Teachers' Responses to Assessments Tasks Designed to Measure Their Content Knowledge for Teaching about Matter and Its Interactions
6. Do Simulated Teaching Experiences Impact Elementary Preservice Teachers' Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science?
7. Examining the connection between preservice teachers’ discussion performance in a mixed reality teaching simulation with their self-reported goals and success in facilitating discussions
8. 'Unnatural How Natural It Was': Using a Performance Task and Simulated Classroom for Preservice Secondary Teachers to Practice Engaging Student Avatars in Scientific Argumentation
9. Examining Preservice Elementary Teachers' Answer Changing Behavior on a Content Knowledge for Teaching Science Assessment
10. How Preservice and In-Service Elementary Teachers Engage Student Avatars in Scientific Argumentation within a Simulated Classroom Environment
11. Assessing Elementary Teachers' Content Knowledge for Teaching Science for the 'ETS®' Educator Series: Pilot Results. Research Report. ETS RR-18-20
12. Preservice Teachers Noticing and Positioning Students as “Knowers” in Equitable Scientific Argumentation-Based Discussions
13. Elementary Preservice Teachers' Perceptions of Assessment Tasks That Measure Content Knowledge for Teaching about Matter
14. Using Preservice Teachers' Transcript Coding of Simulated Argumentation Discussions to Characterize Aspects of Their Noticing about Argument Construction and Critique
15. Inside the black box: How elementary teacher educators support preservice teachers in preparing for and learning from online simulated teaching experiences
16. Examining Preservice Elementary Teachers’ Answer Changing Behavior on a Content Knowledge for Teaching Science Assessment
17. Practice-Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence. Research Report. ETS RR-17-43
18. Using Simulated Classrooms to Examine Elementary Teachers' Perceptions about, Attention to, and Use of Formative Feedback to Improve Their Ability to Facilitate Science Discussions
19. Authenticity Perceptions in Virtual Environments
20. Approximations of Practice as a Framework for Understanding Authenticity in Simulations of Teaching
21. Examining Variability in Elementary Science Teachers' Pedagogical Content Knowledge about Phase Change: Implications for Teacher Development and Assessment
22. Simulations as Practice-Based Spaces to Support Elementary Teachers in Learning How to Facilitate Argumentation-Focused Science Discussions
23. Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic
24. Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter.
25. Authenticity perceptions in virtual environments
26. Using and Adapting Simulated Teaching Experiences to Support Preservice Teacher Learning
27. Toward Coherence in Curriculum, Instruction, and Assessment: A Review of Learning Progression Literature
28. Using Classroom Observations to Evaluate Science Teaching: Implications of Lesson Sampling for Measuring Science Teaching Effectiveness across Lesson Types
29. Using Performance Tasks within Simulated Environments to Assess Teachers' Ability to Engage in Coordinated, Accumulated, and Dynamic (CAD) Competencies
30. Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions
31. Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions.
32. Teaching "NGSS"-Aligned Lessons in Science Classrooms
33. Understanding the Role of Simulations in K-12 Mathematics and Science Teacher Education: Outcomes from a Teacher Education Simulation Conference
34. Understanding Science Teaching Effectiveness: Examining How Science-Specific and Generic Instructional Practices Relate to Student Achievement in Secondary Science Classrooms
35. Do Simulated Teaching Experiences Impact Elementary Preservice Teachers' Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science?
36. Empowering Teacher Learning with AI: Automated Evaluation of Teacher Attention to Student Ideas during Argumentation-focused Discussion
37. Do Simulated Teaching Experiences Impact Elementary Preservice Teachers’ Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science?
38. Empowering Teacher Learning with AI: Automated Evaluation of Teacher Attention to Student Ideas during Argumentation-focused Discussion
39. Examining elementary science teachers' responses to assessments tasks designed to measure their content knowledge for teaching about matter and its interactions
40. Eliciting Learner Knowledge: Enabling Focused Practice through an Open-Source Online Tool
41. Examining elementary science teachers' responses to assessments tasks designed to measure their content knowledge for teaching about matter and its interactions.
42. Cacophony or Embarrassment of Riches: Building a System of Support for Quality Teaching
43. Principled Reasoning about Problems of Practice
44. Elementary Preservice Teachers’ Perceptions of Assessment Tasks that Measure Content Knowledge for Teaching about Matter
45. How preservice and in‐service elementary teachers engage student avatars in scientific argumentation within a simulated classroom environment.
46. Cacophony or embarrassment of riches: building a system of support for quality teaching
47. Approximations of practice as a framework for understanding authenticity in simulations of teaching
48. Examining Variability in Elementary Science Teachers’ Pedagogical Content Knowledge About Phase Change: Implications for Teacher Development and Assessment
49. Simulations as practice‐based spaces to support elementary teachers in learning how to facilitate argumentation‐focused science discussions
50. Examining Variability in Elementary Science Teachers' Pedagogical Content Knowledge About Phase Change: Implications for Teacher Development and Assessment.
Catalog
Books, media, physical & digital resources
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.