Difference between revisions of "Kara Jackson"
imported>Raymond Johnson (Created page with "== Publications == Jackson, K. J., Shahan, E. C., Gibbons, L. K., & Cobb, P. (2012). [[Jackson, Shahan, Gib...") |
imported>Raymond Johnson (added Jackson et al (2013)) |
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== Publications == | == Publications == | ||
[[Kara Jackson|Jackson, K.]], [[Anne Garrison|Garrison, A.]], [[Jonee Wilson|Wilson, J.]], [[Lynsey Gibbons|Gibbons, L.]], & [[Emily Shahan|Shahan, E.]] (2013). [[Jackson, Garrison, Wilson, Gibbons, & Shahan (2013)|Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction]]. ''[[Journal for Research in Mathematics Education]]'', 44(4), 646–682. | |||
[[Kara Jackson|Jackson, K. J.]], [[Emily Shahan|Shahan, E. C.]], [[Lynsey Gibbons|Gibbons, L. K.]], & [[Paul Cobb|Cobb, P.]] (2012). [[Jackson, Shahan, Gibbons, & Cobb (2012)|Launching complex tasks]]. Mathematics Teaching in the Middle School, 18(1), 24–29. | [[Kara Jackson|Jackson, K. J.]], [[Emily Shahan|Shahan, E. C.]], [[Lynsey Gibbons|Gibbons, L. K.]], & [[Paul Cobb|Cobb, P.]] (2012). [[Jackson, Shahan, Gibbons, & Cobb (2012)|Launching complex tasks]]. Mathematics Teaching in the Middle School, 18(1), 24–29. | ||
Revision as of 00:17, 11 November 2013
Publications
Jackson, K., Garrison, A., Wilson, J., Gibbons, L., & Shahan, E. (2013). Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction. Journal for Research in Mathematics Education, 44(4), 646–682.
Jackson, K. J., Shahan, E. C., Gibbons, L. K., & Cobb, P. (2012). Launching complex tasks. Mathematics Teaching in the Middle School, 18(1), 24–29.
Cobb, P., & Jackson, K. J. (2011). Assessing the quality of the Common Core State Standards for Mathematics. Educational Researcher, 40(4), 183–185. doi:10.3102/0013189X11409928
Cobb, P., & Jackson, K. J. (2011). Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale. Mathematics Teacher Education and Development, 13(1), 6–33.