Search results for author:"Helen Garnier"
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Third International Mathematics and Science Study 1999 Video Study Technical Report: Volume 1--Mathematics. Technical Report. NCES 2003-012
Jennifer Jacobs; Helen Garnier; Ronald Gallimore; Hilary Hollingsworth; Karen Bogard Givvin; Keith Rust; Takako Kawanaka; Margaret Smith; Diana Wearne; Alfred Manaster; Wallace Etterbeek; James Hiebert; James Stigler
This first volume of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study Technical Report focuses on every aspect of the planning, implementation, processing, analysis, and reporting of the mathematics components of the...
Third International Mathematics and Science Study 1999 Video Study Technical Report: Volume 2--Science. Technical Report. NCES 2011-049
This second volume of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study Technical Report focuses on every aspect of the planning, implementation, processing, analysis, and reporting of the science components of the TIMSS ...
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...
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...