Papers & Publications

• Developing a theory of teacher practice, findings from a three-year study (Paper presented at NARST, 2010; Thompson, Windschitl, Braaten)

• The Beginner’s Repertoire: Proposing a Core Set of Instructional Practices for Teacher Preparation (Paper presented at NSF DR K12 Meeting, Fall 2009)

• Collaborative Inquiry into Students’ Evidence-based Explanations: How Groups of Science Teachers Can Improve Teaching and Learning. Thompson, J., et al. (2009)

• Fostering Ambitious Pedagogy in Novice Teachers: The New Role of Tool-Supported Analyses of Student Work. Windschitl, Thompson, Braaten (NARST, 2009)

• What Is Inquiry? A Framework for Thinking About Authentic Scientific Practice in the Classroom. Windschitl (2008).

• Learning Progressions as Tools for Advancing a Science of Pedagogical Performance. Thompson, Braaten, & Windschitl (LeaPs Conference, 2009)

• PowerPoint of our induction research and core practices proposal (NSF DR K12 Meeting, Fall 2009)

Video of Talks

2010 AERA symposium: Practice-Based Tools Tailored to Support Novices' Attempts at Ambitious Teaching:
Findings From a 4-Year Investigation

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• Critical and Contextual Discourses: Explaining the Development of Ambitious Practices Across Early Learning-to-Teach Contexts (Jessica Thompson and Melissa Braaten)

• Where Expert-Like Teaching Begins: A Tool for the Transformation of Curriculum Topics Into "Big Ideas" (David Stroupe, Mark Windschitl, and Christine Chew)

• Lenses on Learning: The Roles of Tools and Colleagues in a Science Teacher Video Club (Melissa Braaten and Jessica Thompson)

2010 AERA symposium

Abstract: In this symposium we report on the development and testing of a system of practice-based tools designed to support expert-like teaching by early career educators. These products, ranging from discourse tools to a teacher’s learning progression for enacting Model-based Inquiry, were developed using data from a four-year investigation of how novice science teachers take up ambitious forms of practice in the classroom over time. Based on this investigation we offer a comprehensive explanatory framework, describing how and why novices appropriate, transform, or reject reform-based teaching practices. We then present a system of tools, tailored to the needs of beginners, and the results of testing these tools in various settings, including pre-service preparation, student teaching, and first year of professional work.

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