What Makes for Powerful Classrooms, and How Can We Support Teachers in Creating Them? A Story of Research and Practice, Productively Intertwined

Autor/in	Schoenfeld, Alan H.
Titel	What Makes for Powerful Classrooms, and How Can We Support Teachers in Creating Them? A Story of Research and Practice, Productively Intertwined
Quelle	In: Educational Researcher, 43 (2014) 8, S.404-412 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X14554450
Schlagwörter	Educational Research; Theory Practice Relationship; Intellectual Disciplines; Mathematics Instruction; Mathematics Teachers; Teacher Effectiveness; Problem Solving; Decision Making + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Theorie-Praxis-Beziehung; Geisteswissenschaften; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Problemlösen; Decision-making; Entscheidungsfindung
Abstract	This article and my career as an educational researcher are grounded in two fundamental assumptions: (a) that research and practice can and should live in productive synergy, with each enhancing the other, and (b) that research focused on teaching and learning in a particular discipline can, if carefully framed, yield insights that have implications across a broad spectrum of disciplines. This article begins by describing in brief two bodies of work that exemplify these two fundamental assumptions. I then elaborate on a third example, the development of a new set of tools for understanding and supporting powerful mathematics classroom instruction--and by extension, powerful instruction across a wide range of disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10