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The Effects of Teachers’ Social and Human Capital on Urban Science Reform Initiatives: Considerations for Professional Development


by Susan A. Yoon, Jessica Koehler Yom , Zhitong Yang & Lei Liu — 2017


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Cite This Article as: Teachers College Record Volume 119 Number 4, 2017, p. 1-32
http://www.tcrecord.org ID Number: 21696, Date Accessed: 10/17/2017 2:53:56 PM
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About the Author
  • Susan Yoon
    University of Pennsylvania
    E-mail Author
    SUSAN YOON is Associate Professor of Education at the University of Pennsylvania’s Graduate School of Education with research foci in the Learning Sciences and Science and Technology Education. With funding from the National Science Foundation, her work includes the development of formal and informal curricular interventions with digital visualization tools that model complex scientific phenomena. She also investigates how teachers develop instructional expertise through professional development activities. Collectively, through complex systems and social network theoretical and analytical lenses, her work examines the hidden variables that can significantly challenge learning and instruction. She has published on this work in educational journals such as Science Education, Journal of Research in Science Teaching, and Journal of the Learning Sciences.
  • Jessica Koehler Yom
    University of Pennsylvania
    E-mail Author
    Jessica Koehler Yom is a PhD student at the University of Pennsylvania’s Graduate School of Education and Director of Research at The Future Project, an educational nonprofit. She has worked on various research projects that develop interventions for classroom learning and instruction of scientific content. Her current research interests include adolescent student voice, identity, and engagement.
  • Zhitong Yang
    Educational Testing Service
    E-mail Author
    Zhitong Yang is a research project manager at the Center for Academic and Workplace Readiness and Success at Educational Testing Service. He manages multiple projects focusing on design and implementation of innovative assessment tools to measure cognitive bias, personality, collaborative problem solving, and job performance. His research interests include assessment of science content, noncognitive traits and skills, and collaborative learning. He has presented his research at national and international conferences including the American Educational Research Association and the International Conference of the Learning Sciences.
  • Lei Liu
    Educational Testing Service
    E-mail Author
    Lei Liu is a research scientist with the Learning Sciences Group at Educational Testing Service. She leads multiple projects focused on the design of innovative and technology-rich science assessments that are competency-based and NGSS aligned. Her research has drawn heavily on cognitive and socio-constructivist learning theories with a particular interest in the role of technology in learning and assessing. She has developed simulation-based learning environment and assessments, learning progressions-based assessments, conversation-based assessments, and collaborative problem solving assessments.
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