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D-Index & Metrics

Social Sciences and Humanities

D-Index
48
Citations
26488
World Ranking
3030
National Ranking
1465

Research.com Recognitions

  • 2019 - Fellow of the American Educational Research Association

Overview

James Hiebert is affiliated with the University of Delaware in the United States. Their research primarily falls within the social sciences, with a focus on education and related subfields including developmental and educational psychology, sociology and political science, information systems and management, and management science and operations research.

Their work spans various topics mainly revolving around teacher education and leadership studies, mathematics education and teaching techniques, and innovative teaching and learning methods. Other areas of interest include educator training and historical pedagogy, education and technology integration, reflective practices in education, and educational assessment and improvement.

Frequent publication venues for James Hiebert's work include:

  • Journal for Research in Mathematics Education
  • European Journal of Teacher Education
  • International Journal of Science and Mathematics Education
  • The Mathematics Enthusiast

Coauthors regularly collaborating with James Hiebert include:

  • Jinfa Cai
  • Anne Morris
  • Charles Hohensee
  • Stephen Hwang
  • Victoria Robison

Recent publications by James Hiebert include:

  • "Exploring preservice teachers' abilities to connect professional knowledge with lesson planning and observation," 2021, European Journal of Teacher Education
  • "Addressing the Problem of Always Starting Over: Identifying, Valuing, and Sharing Professional Knowledge for Teaching," 2020, Journal for Research in Mathematics Education
  • "Improving the Impact of Research on Practice: Capitalizing on Technological Advances for Research," 2020, Journal for Research in Mathematics Education
  • "Working Across Contexts: Scaling Up or Replicating With Variations?" 2020, Journal for Research in Mathematics Education
  • "Timely and Useful Data to Improve Classroom Instruction," 2020, Journal for Research in Mathematics Education

James Hiebert has also authored a book titled Doing Research: A New Researcher's Guide, published in 2022 by Springer International Publishing.

Their contributions to education research have been recognized with the award of Fellow of the American Educational Research Association in 2019.

Best Publications

  • The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom

    James W. Stigler;James Hiebert

  • A Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One?

    James Hiebert;Ronald Gallimore;James W. Stigler

  • Teaching Mathematics in Seven Countries: Results From the TIMSS 1999 Video Study

    James Hiebert;Ronald Gallimore;Helen Garnier;Karen Bogard Givvin

  • Learning and teaching with understanding.

    James Hiebert;Thomas P. Carpenter

  • Making Sense: Teaching and Learning Mathematics with Understanding

    James Hiebert

  • Conceptual and Procedural Knowledge : The Case of Mathematics

    James Hiebert

  • Preparing Teachers to Learn from Teaching

    James Hiebert;Anne K. Morris;Dawn Berk;Amanda Jansen

  • Problem Solving as a Basis for Reform in Curriculum and Instruction: The Case of Mathematics

    James Hiebert;Thomas P Carpenter;Elizabeth Fennema;Karen Fuson

  • Understanding and Improving Classroom Mathematics Instruction: An Overview of the TIMSS Video Study

    James W. Stigler;James Hiebert

  • Instructional Tasks, Classroom Discourse, and Students’ Learning in Second-Grade Arithmetic

    James Hiebert;Diana Wearne

  • Number Concepts and Operations in the Middle Grades

    James Hiebert;Merlyn J. Behr

  • Using Video Surveys to Compare Classrooms and Teaching Across Cultures: Examples and Lessons From the TIMSS Video Studies

    James W. Stigler;Ronald Gallimore;James Hiebert

  • Improving Mathematics Teaching.

    James Hiebert;James W. Stigler

  • Relationships between research and the NCTM standards

    James Hiebert

  • Mathematics Teaching in the United States Today (and Tomorrow): Results From the TIMSS 1999 Video Study:

    James Hiebert;James W. Stigler;Jennifer K. Jacobs;Karen Bogard Givvin

  • Children's Conceptual Structures for Multidigit Numbers and Methods of Multidigit Addition and Subtraction.

    Karen C. Fuson;Diana Wearne;James C. Hiebert;Hanlie G. Murray

  • A Proposal for Improving Classroom Teaching: Lessons from the TIMSS Video Study

    James Hiebert;James W. Stigler

  • Instruction, Understanding, and Skill in Multidigit Addition and Subtraction

    James Hiebert;Diana Wearne

  • Mathematical Knowledge for Teaching in Planning and Evaluating Instruction: What Can Preservice Teachers Learn?

    Anne K. Morris;James Hiebert;Sandy M. Spitzer

  • Teaching, Rather Than Teachers, As a Path Toward Improving Classroom Instruction

    James Hiebert;Anne K. Morris

  • Number Concepts and Operations in the Middle Grades, Volume 2. Research Agenda for Mathematics Education.

    James Hiebert;Merlyn Behr

Frequent Co-Authors

James W. Stigler
James W. Stigler University of California, Los Angeles
Jinfa Cai
Jinfa Cai University of Delaware
Thomas P. Carpenter
Thomas P. Carpenter University of Wisconsin–Madison
Ronald Gallimore
Ronald Gallimore University of California, Los Angeles
Elizabeth Fennema
Elizabeth Fennema University of Wisconsin–Madison
Arthur Bakker
Arthur Bakker Utrecht University
Herbert P. Ginsburg
Herbert P. Ginsburg Columbia University
Richard Lesh
Richard Lesh Indiana University

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