© 2016 – Routledge
216 pages | 38 B/W Illus.
Answering calls in recent reform documents to shape instruction in response to students’ ideas while integrating key concepts and scientific and/or mathematical practices, this text presents the concept of responsive teaching, synthesizes existing research, and examines implications for both research and teaching. Case studies across the curriculum from elementary school through adult education illustrate the variety of forms this approach to instruction and learning can take, what is common among them, and how teachers and students experience it. The cases include intellectual products of students’ work in responsive classrooms and address assessment methods and issues. Many of the cases are supplemented with online resources (http://www.studentsthinking.org/rtsm) including classroom video and extensive transcripts, providing readers with additional opportunities to immerse themselves in responsive classrooms and to see for themselves what these environments look and feel like.
Chapter 1: What is responsive teaching?
Amy D. Robertson, Leslie J. Atkins, Daniel M. Levin, and Jennifer Richards
Chapter 2: A review of the research on responsive teaching in science and mathematics
Jennifer Richards and Amy D. Robertson
Chapter 3: Examining the products of responsive inquiry
Leslie J. Atkins and Brian W. Frank
Chapter 4: Understanding responsive teaching and curriculum from the students’ perspective
Chapter 5: Navigating the challenges of teaching responsively: An insider’s perspective
April Cordero Maskiewicz
Chapter 6: What teachers notice when they notice student thinking: Teacher-identified purposes for attending to students’ mathematical thinking
Adam A. Colestock and Miriam Gamoran Sherin
Chapter 7: The role subject matter plays in prospective teachers’ responsive teaching practices in elementary math and science
Janet E. Coffey and Ann R. Edwards
Chapter 8: Attending to students’ epistemic affect
Lama Z. Jaber
Chapter 9: Attention to student framing in responsive teaching
Jennifer Radoff and David Hammer
Chapter 10: Methods to assess teacher responsiveness in situ
Jennifer Evarts Lineback
Chapter 11: Documenting variability within teacher attention and responsiveness to the substance of student thinking
Amy D. Robertson, Jennifer Richards, Andrew Elby, and Janet Walkoe
List of Contributors
The Teaching and Learning in Science Series brings together theoretical and practical scholarship emanating from a wide range of research approaches and paradigms on an equally wide variety of topics.
International concerns about the quality of the teaching and learning of science continue to increase across countries, states, provinces, and local communities with each round of international assessments. During a period of expansive reform in science education, it is especially important that the most current research in areas of critical concern be synthesized for use by both practitioners and researchers.
Proposals for authored or edited books are encouraged that address research and practice in the teaching and learning of science and/or any aspects of the current reforms in science education. The primary focus is the theoretical and practical importance of the problem being investigated. Equal consideration will be given to theoretically oriented and practitioner-oriented proposals. It is hoped that this series will generate as many critical questions as answers it may provide. Themes for prospective manuscripts may include, but are certainly not limited to: