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Cited by 748

The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.

Linking teacher and student learning to improve professional development in systemic reform

Fishman, Barry J, Marx, Ronald W, Best, Stephen, Tal, Revital T·2003·Teaching and Teacher Education
DOI 10.1016/s0742-051x(03)00059-3
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Citations

Cites

Research works printed but not linked: 25

  1. American Association for the Advancement of Science. (1993). Benchmarks for science literacy, Project 2061. New York: Oxford University Press.
  2. Anderson, 2001, The ideal of standards and the reality of schools, Journal of Research in Science Teaching, 38, 3, 10.1002/1098-2736(200101)38:1<3::AID-TEA2>3.0.CO;2-V · doi:10.1002/1098-2736(200101)38:1<3::aid-tea2>3.0.co;2-v
  3. Ball, 1996, Reform by the book, Educational Researcher, 25, 6, 10.3102/0013189X025009006 · doi:10.3102/0013189x025009006 · Paper page
  4. Blumenfeld, 2000, Creating usable innovations in systemic reform, Educational Psychologist, 35, 149, 10.1207/S15326985EP3503_2 · DOI · Paper page
  5. Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 709–725). New York: Simon & Schuster Macmillan.
  6. Carpenter, 1996, Cognitively guided instruction, Elementary School Journal, 97, 3, 10.1086/461846 · DOI · Paper page
  7. Committee on Science and Mathematics Teacher Preparation. (2001). Educating teachers of science, mathematics, and technology: New practices for the new millennium. Washington, DC: National Academy Press.
  8. Czerniak, C. M., Haney, J. J., Lumpe, A. T., & Beck, J. (1998, April). Teachers’ beliefs about using educational technology in the science classroom. Paper presented at the National Association for Research on Science Teaching, San Diego, CA. · DOI
  9. Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in research on teaching. In L. Darling-Hammond (Ed.), Review of research in education, Vol. 20 (pp. 3–56). Washington, DC: American Educational Research Association. · DOI · Paper page
  10. Fishman, 2003, What does it mean to create sustainable science curriculum innovations?, Science Education, 87, 564, 10.1002/sce.10088 · DOI
  11. Frechtling, J. A., Sharp, L., Carey, N., & Vaden-Kiernan, N., 1995. Teacher enhancement programs: A perspective on the last four decades. Retrieved April 10, 2002, from http://www.ehr.nsf.gov/ehr/rec/pubs/eval/tep/tep.htm · doi:10.1097/00124784-199500140-00009
  12. Jackson, 1994, Making dynamic modeling accessible to precollege science students, Interactive Learning Environments, 4, 233, 10.1080/1049482940040305 · DOI
  13. Krajcik, 1998, Inquiry in project-based science classrooms, Journal of the Learning Sciences, 7, 313, 10.1080/10508406.1998.9672057 · DOI · Paper page
  14. Loucks-Horsley, 1999, Research on professional development for teachers of mathematics and science, School Science and Mathematics, 99, 258, 10.1111/j.1949-8594.1999.tb17484.x · DOI · Paper page
  15. Margerum-Leys, J., & Marx, R. W. (in press). When it works: A case study of teacher knowledge of educational technology. Journal of Teacher Education.
  16. Marx, R. W., Freeman, J., Krajcik, J. S., & Blumenfeld, P. (1997). Professional development of science teachers. In B. Fraser & K. Tobin (Eds.), International handbook of science education. Dordrecht, The Netherlands: Kluwer.
  17. National Research Council. (1996). The national science education standards. Washington, DC: National Academy Press.
  18. Rogers, E. M. (1978). Re-invention during the innovation process. In M. Radnor, I. Feller, & E. Rogers (Eds.), The diffusion of innovations: An Assessment. Evanston, IL: Northwestern University Center for the Interdisciplinary Study of Science and Technology.
  19. Ruiz-Primo, 2002, On the evaluation of systemic science education reform, Journal of Research in Science Teaching, 39, 369, 10.1002/tea.10027 · DOI · Paper page
  20. Singer, 2000, Constructing extended inquiry projects, Educational Psychologist, 35, 165, 10.1207/S15326985EP3503_3 · DOI · Paper page
  21. Soloway, 1994, Learner-centered design, Interactions, 1, 36, 10.1145/174809.174813 · DOI · Paper page
  22. Supovitz, 2000, The effects of professional development on science teaching practices and classroom culture, Journal of Research in Science Teaching, 37, 963, 10.1002/1098-2736(200011)37:9<963::AID-TEA6>3.0.CO;2-0 · DOI
  23. Supovitz, 2000, Why they stay away, Journal of Staff Development, 21, 24
  24. Von Glasersfeld, 1989, Cognition, construction of knowledge, and teaching, Synthese, 80, 121, 10.1007/BF00869951 · DOI · Paper page
  25. Wallace, 2000, Science on the web, Journal of the Learning Sciences, 9, 75, 10.1207/s15327809jls0901_5 · DOI · Paper page

Cited by

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Metadata

Authors
Fishman, B. J., Marx, R. W., Best, S., & Tal, R. T.
Venue
Teaching and Teacher Education
Publisher
Elsevier BV
Published
2003-08
Volume
19
Issue
6
Pages
643-658
ISSN
0742-051X (ISSN-L)
DOI
10.1016/s0742-051x(03)00059-3
OpenAlex
W2124235076
Cited by
748
References
5
FWCI
87.01
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)

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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.