Unpacking complex phenomena through qualitative inquiry: The case of teacher identity research von Hong, Ji, Cross Francis, Dionne

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Reconceptualizing teacher identity development von Hong, Ji, Cross Francis, Dionne, Schutz, Paul A.

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An ecological examination of teachers' emotions in the school context von Cross, Dionne I., Hong, Ji Y.

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Alignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices von Cross, Dionne I.

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Investigating the relationships among elementary teachers’ perceptions of the use of students’ thinking, their professional noticing skills, and their teaching practices von Lee, Mi Yeon, Cross Francis, Dionne

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Dispelling the notion of inconsistencies in teachers’ mathematics beliefs and practices: A 3-year case study von Cross Francis, Dionne I.

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Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale von Jacobson, Erik, Cross Francis, Dionne, Willey, Craig, Wilkins-Yel, Kerrie

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Supporting disciplinary and interdisciplinary knowledge development and design thinking in an informal, pre‐engineering program: A Workplace Simulation Project von Cross Francis, Dionne, Tan, Verily, Nicholas, Celeste

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A site of radical possibilities: Examining how a multigenerational counterspace promoted STEM persistence among undergraduate Women of Color von Wilkins‐Yel, Kerrie G., Williamson, Francesca A., Priddie, Christen, Cross Francis, Dionne, Gallimore, Shanalee, Davis‐Randolph, Jasmine L.

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Measuring Penny von Lee, Mi Yeon, Francis, Dionne Cross

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Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions von Lottero‐Perdue, Pamela S., Masters, Heidi L., Mikeska, Jamie N., Thompson, Meredith, Park Rogers, Meredith, Cross Francis, Dionne

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(Mis)alignment between noticing and instructional quality: the role of psychological and cognitive constructs von Cross Francis, Dionne, Eker, Ayfer, Liu, Jinqing, Lloyd, Kemol, Bharaj, Pavneet

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CREATING OPTIMAL MATHEMATICS LEARNING ENVIRONMENTS: COMBINING ARGUMENTATION AND WRITING TO ENHANCE ACHIEVEMENT von Cross, Dionne I.

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The Dominance of Blended Emotions: A Qualitative Study of Elementary Teachers’ Emotions Related to Mathematics Teaching von Cross Francis, Dionne Indera, Hong, Ji, Liu, Jinqing, Eker, Ayfer, Lloyd, Kemol, Bharaj, Pavneet Kaur, Jeon, MiHyun

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Reflections on Investigating Emotion in Educational Activity Settings von Schutz, Paul A., Hong, Ji Y., Cross, Dionne I., Osbon, Jennifer N.

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5 Ways to Improve Children's Understanding of Length Measurement von Lee, Mi Yeon, Francis, Dionne Cross

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The development of elementary teachers’ personal meanings of problem-solving through engaging in open-ended tasks von Sevinc, Serife, Cross Francis, Dionne, Hudson, Rick, Liu, Jinqing

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The Wrong Tools for the Job: Teachers' Voices on Cultural Capital Mismatch von Recknagel, Crystal, Hong, Ji, Francis, Dionne Cross, Wang, Qian, Parsons, Alexandra, Lewis, Laura

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Let's Cut the Cake von Zeybek, Zulfiye, Cross Francis, Dionne I

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The Role of Trust: Teacher Capacity During School Leadership Transition von Hong, Ji, Cross Francis, Dionne, Wang, Qian, Lewis, Laura, Parsons, Alexandra, Neill, Crystal, Meek, Diana

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