Teaching with student response systems in elementary and secondary education settings: A survey study
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A more constructivist teacher stance can enable formative assessment use.
“Birenbaum et al. (2011), Penuel et al. (2007), Rakoczy et al. (2008), and Sach (2013) found that a more constructivist teacher stance (e.g., students should become autonomous and are capable of learning on their own) can enable formative assessment use.”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Penuel et al. (2007)
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- Authors
- Penuel, W. R., Boscardin, C. K., Masyn, K., & Crawford, V. M.
- Affiliations
- SRI International (US)
- University of California, Los Angeles (US)
- University of California, Davis (US)
- Corresponding author
- Penuel, William R.
- Venue
- Educational Technology Research and Development
- Published
- 2006-11-30
- Volume
- 55
- Issue
- 4
- Pages
- 315-346
- ISSN
- 1042-1629 (ISSN-L)
- 1556-6501
- OpenAlex
- W2066300177
- Cited by
- 97
- References
- 66
- Citations by year
- 2025: 2 · 2024: 2 · 2023: 1 · 2021: 3 · 2020: 2 · 2019: 7 · 2018: 7 · 2017: 5 · 2016: 6 · 2015: 5 · 2014: 14 · 2013: 8 · 2012: 8
- FWCI
- 19.07
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Technology Research and Development (publishedVersion)
- Funders
- National Science Foundation
- Santa Clara University
- Topics
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Education › Education and Technology Integration
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- clickers, classroom response technology, teacher use of educational technology, teaching methods, primary education, secondary education, teacher professional development, teacher profile, formative assessment
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