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

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

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

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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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I Am a Math Coach: Now What? von Rapacki, Lauren J, Cross Francis, Dionne I

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Motivating Play Using Statistical Reasoning von Cross Francis, Dionne I, Hudson, Rick A, Lee, Mi Yeon, Rapacki, Lauren, Vesperman, Crystal Marie

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Situating video as context for teacher learning von Danish, Joshua A., Johnson, Heather, Nicholas, Celeste, Cross Francis, Dionne, Hmelo-Silver, Cindy E., Park Rogers, Meredith, Askew, Rachel, Gerber, Alex, Enyedy, Noel

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Variations in pre-service teachers' career exploration and commitment to teaching von Hong, Ji, Greene, Barbara, Roberson, Robin, Cross Francis, Dionne, Rapacki Keenan, Lauren

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Questioning Our Credibility: An Exploration of the Professional Identity Development of Mathematics Teacher Educators von Cross Francis, Dionne, Kaur Bharaj, Pavneet, Liu, Jinqing, Phillips, Andrea, Park Rogers, Meredith, Zhong, Qiu, Cesljarev, Claire, Lloyd, Kemol

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

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