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Creators/Authors contains: "Shaughnessy, M"

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  1. ; (, Emerald Publishing)
    Polly, D; Martin, C (Ed.)
    Free, publicly-accessible full text available June 20, 2026
  2. ; ; ; (, Kent State University)
    We describe how a teaching simulation cycle focused on eliciting and interpreting student thinking in elementary mathematics can reveal important aspects of a teacher candidate’s (TC’s) knowledge and skill with eight performance areas relevant to more equitable mathematics teaching. Appraising a TC’s knowledge and skill with respect to these performance areas is intended to support formative feedback that is actionable in subsequent teaching. 
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    Accepted Manuscript Full Text Available
  3. ; ; ; ; ; (, Kent State University)
    We share the teaching simulation as one approach to providing formative feedback in teacher preparation and consider the ways in which teacher candidates (TCs) take up the feedback in subsequent simulations. We hypothesize that TCs’ uptake depends on the connections between their own resources, the focus of the feedback provided, and the context of subsequent teaching. 
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    Accepted Manuscript Full Text Available
  4. ; ; ; ; ; (, Kent State University)
    SimulaTE is studying teaching simulations as formative assessments of pre-service teachers’ (PST) practice of eliciting and interpreting students’ mathematical thinking. Preparation and protocols that promote reliability and validity of the simulations as formative assessments will enhance their effectiveness and generalizability. Teacher educators who use the simulations document each PST’s performance to generate feedback for the PST in nine categories, arising from a decomposition of the teaching practice into specific component skills or actions. A series of coordinated validation studies include research to determine if the nine categories are distinguishable through the use of the simulation assessments, and can benefit from attention beyond other experiences PSTs have in their teacher preparation programs 
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    Accepted Manuscript Full Text Available
  5. ; ; ; ; (, University of Nevada, Reno)
    SimulaTE is studying teaching simulations as formative assessments of pre-service teachers’ (PST) practice of eliciting and interpreting students’ mathematical thinking. Preparation and protocols that promote reliability and validity of the simulations as formative assessments will enhance their effectiveness and generalizability. Teacher educators who use the simulations document each PST’s performance to generate relevant feedback for the PST. As part of a coordinated set of validity studies, six researchers were prepared on the documentation protocol. Consistency of documentation within the group and with the simulation developers’ judgments provided evidence supporting reliability and validity of the documentation protocol. 
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    Accepted Manuscript Full Text Available
  6. ; ; (, Educational leadership)
    Accepted Manuscript Full Text Available