Search results for author:"Helen Garnier"
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Learning and Instruction Vol. 25, No. 1 (June 2013) pp. 35–48
In a longitudinal group-randomized trial, we explore the key role of the quality of classroom text discussions in mediating the effects of Content-Focused Coaching (CFC) on student reading achievement (2983 students, 167 teachers). Schools in the...
Kathleen J. Roth; Helen E. Garnier; Catherine Chen; Meike Lemmens; Kathleen Schwille; Nicole I. Z. Wickler
Journal of Research in Science Teaching Vol. 48, No. 2 (February 2011) pp. 117–148
The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis-of-practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two "lenses," a...
What Can a Cognitive Coding Framework Reveal about the Effects of Professional Development on Classroom Teaching and Learning?
Vandana Thadani; Kathleen J. Roth; Helen E. Garnier; Melanie C. Seyarto; Jennifer L. Thompson; Nicole M. Froidevaux
Journal of the Learning Sciences Vol. 27, No. 4 (2018) pp. 517–549
We investigated what a cognitive framework for measuring classroom teaching could reveal about (a) the impact of a professional development (PD) program on teaching practices and (b) the relationship between teaching practices and student science...