Selected References

Aguirre, J. M., Turner, E. E., Bartell, T. G., Kalinec-Craig, C., Foote, M. Q., Roth McDuffie, A., & Drake, C. (2013). Making connections in practice: How prospective elementary teachers connect to children’s mathematical thinking and community funds of knowledge in mathematics instruction. Journal of Teacher Education, 64(2), 178-192.

Ball, A. F. (2009). Toward a theory of generative change in culturally and linguistically complex classrooms. American Educational Research Journal, 46(1), 45–72.

Barone, D., & Morrell, E. (2007). Multiple perspectives on preparing teachers to teach reading. Reading Research Quarterly, 42(1) 167-80.

Battey, D., Neal, R. A., Leyva, L., & Adams-Wiggins, K. (2016). The interconnectedness of relational and content dimensions of quality instruction: Supportive teacher–student relationships in urban elementary mathematics classrooms. The Journal of Mathematical Behavior, 42, 1–19.

Dutro, E., Cartun, A., Melnychenko, K., Haberl, E., & Williams, B. P. (2018). Designing for Critical, Relational, Practice-Immersed Teacher Preparation: Weaving Threads into Tapestry in a Critical Project-Based Literacy Partnership. The New Educator, 14(3), 252-269.

Franke, M. L., Carpenter, T. P., Levi, L., & Fennema, E. (2001). Capturing teachers’ generative change: A follow-up study of professional development in mathematics. American Educational Research Journal, 38(3), 653–689.

Grossman, P., Kazemi, E., Kavanagh, S. S., Franke, M., & Dutro, E. (2019). Learning to facilitate discussions: Collaborations in practice-based teacher education. Teaching and Teacher Education, 81, 97-99.

Kazemi, E. (2018). Teaching a mathematics methods course: Understanding learning from a situative perspective. In S. E. Kastberg, A. M. Tyminski, A. E. Lischka, & W. B. Sanchez (Eds.), Building Support for Scholarly Practices in Mathematics Methods (pp. 49–65). Charlotte, NC: Information Age Publishing.

Kazemi, E., Ghousseini, H., Cunard, A., & Turrou, A. C. (2016). Getting inside rehearsals: Insights from teacher educators to support work on complex practice. Journal of Teacher Education, 67(1), 18–31.

Lampert, M., Beasley, H., Ghousseini, H., Kazemi, E., & Franke, M. L. (2010). Using designed instructional activities to enable novices to manage ambitious mathematics teaching. In M. K. Stein & L. Kucan (Eds.), Instructional Explanations in the Disciplines (pp. 129–141). Boston, MA: Springer US.

Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., Cunard, A., Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226–243.

McDonald, M. A., Bowman, M., & Brayko, K. (2013). Learning to see students: Opportunities to develop relational practices of teaching through community-based placements in teacher education. Teachers College Record, 115(4).

Teacher education by design (TEDD; 2019) https://tedd.org/

Turner, E. E., Drake, C., McDuffie, A. R., Aguirre, J., Bartell, T. G., & Foote, M. Q. (2012). Promoting equity in mathematics teacher preparation: A framework for advancing teacher learning of children’s multiple mathematics knowledge bases. Journal of Mathematics Teacher Education, 15(1), 67-82.

Zeichner, K. M., Bowman, M., Guillen, L., & Napolitan, K. (2016). Engaging and working in solidarity with local communities in preparing the teachers of their children. Journal of Teacher Education 67(4), 277–290