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Two Dimensions of an Inquiry Stance Toward Student-Learning Data


by Tamara Holmlund Nelson, David Slavit & Angie Deuel - 2012


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Cite This Article as: Teachers College Record Volume 114 Number 8, 2012, p. 1-42
https://www.tcrecord.org ID Number: 16532, Date Accessed: 11/21/2019 11:58:13 AM
 
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About the Author
  • Tamara Nelson
    Washington State University Vancouver
    E-mail Author
    TAMARA HOLMLUND NELSON is associate professor of science education at Washington State University Vancouver. She has been PI on a National Science Foundation grant researching collaborative inquiry among secondary science and mathematics teachers. Information on this work can be found at http://www.vancouver.wsu.edu/stride. Her research interests focus on the transformation of science teacher knowledge and beliefs through professional development (including preservice education) and how teachers translate their new understandings into practice. She is especially interested in how teachers think about teaching and learning in relation to students from populations underrepresented in science achievement. Recent publications include: Nelson, T. H. (2009). Teachers’ collaborative inquiry and professional growth: Should we be optimistic? Science Education, 93(3), 548–580; Nelson, T. H. (2008). Making the hidden explicit: Learning about equity in K–8 preservice science education. Journal of Science Teacher Education, 19(3), 235–254; and Nelson, T. H. (2005). Knowledge interactions in teacher-scientist partnerships: Negotiation, consultation, and rejection. Journal of Teacher Education, 56(4), 382–395.
  • David Slavit
    Washington State University Vancouver
    DAVID SLAVIT is Boeing Distinguished Professor of Mathematics Education and Mathematics at Washington State University Vancouver. His research interests center on local and systemic forces on teacher development, particularly in collaborative settings, as well as research on students’ algebraic understandings. Recent publications include: Slavit, D., & Roth McDuffie, A. (In press). Self-directed teacher learning in collaborative contexts. School Science and Mathematics; Slavit, D., & Nelson, T. H. (2010). Collaborative teacher inquiry as a tool for building theory on the development and use of rich mathematical tasks. Journal of Mathematics Teacher Education, 13(3), 201–221; and Slavit, D., Nelson, T. H., & Kennedy, A. (2010). Laser focus on content strengthens teacher teams. Journal of Staff Development, 31(5), 18–22.
  • Angie Deuel
    Washington State University Vancouver
    ANGIE DEUEL is a research associate on the NSF-funded research project on collaborative inquiry among secondary science and mathematics teachers. Her research interest is in the area of social processes of student and teacher learning, and discourse analysis. Recent publications include: Kennedy, A., Deuel, A., Nelson, T. H., & Slavit, D. (2011). Distributed leadership in professional learning communities. Phi Delta Kappan; Deuel, A., Nelson, T. H., Slavit, D., & Kennedy, A. (2009). Looking at student work. Educational Leadership, 67(3), 60–72; and Nelson, T. H., Deuel, A., Slavit, D., & Kennedy, A. (2010). Leading deep conversations in collaborative inquiry groups. The Clearing House, 83(5), 175–179.
 
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