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Publication Year

  • 2020
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Author

  • Helenrose Fives
2020

Navigating the complex cognitive task of classroom assessment

Fives, H. & Barnes, N., Jun 2020, In : Teaching and Teacher Education. 92, 103063.

Research output: Contribution to journalArticle

Teachers’ epistemic cognition in situ: Evidence from classroom assessment

Barnes, N., Fives, H., Mabrouk-Hattab, S. & SaizdeLaMora, K., Jan 2020, In : Contemporary Educational Psychology. 60, 101837.

Research output: Contribution to journalArticle

Open Access
1 Scopus citations
2019

Literacy teachers’ beliefs about data use at the bookends of elementary school

Barnes, N., Brighton, C. M., Fives, H. & Moon, T. R., 1 Mar 2019, In : Elementary School Journal. 119, 3, p. 511-533 23 p.

Research output: Contribution to journalArticle

2018

A Person-Centered Approach to Understanding Teachers' Classroom Practices and Perceived School Goal Structures

Barnes, N., Fives, H., Matthews, J. S. & SaizdeLaMora, K. M., 2 Oct 2018, In : Teacher Educator. 53, 4, p. 401-415 15 p.

Research output: Contribution to journalArticle

Cases of teachers’ data use

Barnes, N. & Fives, H., 1 Jan 2018, Taylor and Francis. 198 p.

Research output: Book/ReportBook

1 Scopus citations

Preface

Barnes, N. & Fives, H., 1 Jan 2018, Cases of Teachers' Data Use. Taylor and Francis, p. xvi-xiv

Research output: Chapter in Book/Report/Conference proceedingForeword/postscript

Teachers' practice-based data use strategies

Fives, H. & Barnes, N., 1 Jan 2018, Cases of Teachers' Data Use. Taylor and Francis, p. 15-29 15 p.

Research output: Chapter in Book/Report/Conference proceedingChapter

2017

Examining teachers' professional learning: The model of domain learning as an analytic lens to examine exemplary programs

Mills, T. & Fives, H., 14 Dec 2017, The Model of Domain Learning: Understanding the Development of Expertise. Taylor and Francis, p. 175-194 20 p.

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

Informed and Uninformed Naïve Assessment Constructors’ Strategies for Item Selection

Fives, H. & Barnes, N., 1 Jan 2017, In : Journal of Teacher Education. 68, 1, p. 85-101 17 p.

Research output: Contribution to journalArticle

4 Scopus citations

Teachers' Epistemic Cognition in Classroom Assessment

Fives, H., Barnes, N., Buehl, M. M., Mascadri, J. & Ziegler, N., 2 Oct 2017, In : Educational Psychologist. 52, 4, p. 270-283 14 p.

Research output: Contribution to journalArticle

11 Scopus citations

The Model of Domain Learning: Understanding the Development of Expertise

Fives, H. & Dinsmore, D. L., 14 Dec 2017, Taylor and Francis. 232 p.

Research output: Book/ReportBook

U.S. teachers' conceptions of the purposes of assessment

Barnes, N., Fives, H. & Dacey, C. M., 1 Jul 2017, In : Teaching and Teacher Education. 65, p. 107-116 10 p.

Research output: Contribution to journalArticle

11 Scopus citations
2016

Assessing Assessment Texts: Where Is Planning?

Fives, H., Barnes, N., Dacey, C. & Gillis, A., 2 Jan 2016, In : Teacher Educator. 51, 1, p. 70-89 20 p.

Research output: Contribution to journalArticle

5 Scopus citations

Cooperating Teacher Compensation and Benefits: Comparing 1957-1958 and 2012-2013

Fives, H., Mills, T. M. & Dacey, C. M., 1 Mar 2016, In : Journal of Teacher Education. 67, 2, p. 105-119 15 p.

Research output: Contribution to journalArticle

4 Scopus citations

Creating a context for growth-focused assessment

Barnes, N. & Fives, H., 19 Oct 2016, In : Middle School Journal. 47, 5, p. 30-37 8 p.

Research output: Contribution to journalArticle

Teacher motivation: Self-efficacy and goal orientation

Fives, H. & Buehl, M. M., 2 Mar 2016, Handbook of Motivation at School: Second Edition. Taylor and Francis Inc., p. 340-360 21 p.

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Scopus citations

Teachers’ Beliefs, in the Context of Policy Reform

Fives, H. & Buehl, M. M., 1 Jan 2016, In : Policy Insights from the Behavioral and Brain Sciences. 3, 1, p. 114-121 8 p.

Research output: Contribution to journalArticle

14 Scopus citations

The role of epistemic cognition in teacher learning and praxis

Buehl, M. M. & Fives, H., 22 Jan 2016, Handbook of Epistemic Cognition. Taylor and Francis Inc., p. 247-264 18 p.

Research output: Chapter in Book/Report/Conference proceedingChapter

24 Scopus citations