2019 - Fellow of the American Educational Research Association
The scientist’s investigation covers issues in Mathematics education, Teaching method, Pedagogy, Mathematics instruction and Subtraction. His study in Set extends to Mathematics education with its themes. He usually deals with Teaching method and limits it to topics linked to Curriculum development and Standardized test, Meaning and Subject.
His Science study study, which is part of a larger body of work in Pedagogy, is frequently linked to Event, Questionnaire study and Scale, bridging the gap between disciplines. His studies in Mathematics instruction integrate themes in fields like Math wars, Connected Mathematics and Core-Plus Mathematics Project. James Hiebert has included themes like Comprehension, Concept learning and Primary education in his Subtraction study.
His main research concerns Mathematics education, Pedagogy, Mathematics instruction, Teaching method and Educational research. As a member of one scientific family, he mostly works in the field of Mathematics education, focusing on Subtraction and, on occasion, Sentence. His work on Instructional design, Teacher education, Professional development and Science study as part of general Pedagogy research is frequently linked to Comparative education, thereby connecting diverse disciplines of science.
Statement is closely connected to Arithmetic in his research, which is encompassed under the umbrella topic of Mathematics instruction. His work carried out in the field of Teaching method brings together such families of science as Academic achievement, Lesson study and Curriculum development. The various areas that James Hiebert examines in his Primary education study include Concept learning, Construct, Comprehension and Cognitively Guided Instruction.
His primary areas of investigation include Mathematics education, Educational research, Pedagogy, Mathematics instruction and Teaching method. His Mathematics education study frequently draws parallels with other fields, such as Learning opportunities. The study incorporates disciplines such as Video technology, Rubric, Teaching and learning center and Science instruction in addition to Learning opportunities.
James Hiebert conducts interdisciplinary study in the fields of Educational research and Replication through his works. His study on Academic achievement and Lesson study is often connected to Best practice as part of broader study in Pedagogy. His Teacher preparation research incorporates elements of Connected Mathematics, Core-Plus Mathematics Project, Classroom teaching and Primary education.
His primary scientific interests are in Mathematics education, Educational research, Teacher preparation, Mathematics instruction and Teaching method. His work on Teacher education, Core-Plus Mathematics Project and Connected Mathematics is typically connected to Framing and Research questions as part of general Mathematics education study, connecting several disciplines of science. His work blends Educational research and Replication studies together.
His Teacher preparation research is multidisciplinary, incorporating elements of Classroom teaching and Primary education. Teaching method is the subject of his research, which falls under Pedagogy. His work in the fields of Faculty development and Curriculum development overlaps with other areas such as Comparative education.
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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.
Educational Researcher (2002)
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.
Handbook of Research on Mathematics Teaching and Learning (1992)
Making Sense: Teaching and Learning Mathematics with Understanding
Conceptual and Procedural Knowledge : The Case of Mathematics
Many of the chapters are updated versions of the 1985 colloquium series of the College of Education, University of Delaware. (2013)
Problem Solving as a Basis for Reform in Curriculum and Instruction: The Case of Mathematics
James Hiebert;Thomas P Carpenter;Elizabeth Fennema;Karen Fuson.
Educational Researcher (1996)
Preparing Teachers to Learn from Teaching
James Hiebert;Anne K. Morris;Dawn Berk;Amanda Jansen.
Journal of Teacher Education (2007)
Understanding and Improving Classroom Mathematics Instruction: An Overview of the TIMSS Video Study
James W. Stigler;James Hiebert.
Phi Delta Kappan (1997)
Instructional Tasks, Classroom Discourse, and Students’ Learning in Second-Grade Arithmetic
James Hiebert;Diana Wearne.
American Educational Research Journal (1993)
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