Ilana Horn

Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • Ehrenfeld, N. & Horn, I. S. (In press). Initiation-Entry-Focus-Exit: A Framework for Understanding Pedagogical Judgment in Teachers’ Monitoring Routines. Educational Studies in Mathematics.*
  • Chen, G. A., Marshall, S. & Horn, I. S. (In press). “How do I choose?” Mathematics Teachers’ Sensemaking about Pedagogical Responsibility. Pedagogy, Culture & Society.*
  • Jurow, A. S., Horn, I. S. & Philip, T. M. (2019). Organizing Teacher Learning through the Re-mediation of Infrastructure. Journal of Education for Teaching. doi: 10.1080/02607476.2019.1550607*
  • Horn, I. S. (2020). Supporting the Development of Pedagogical Judgment: Connecting Instruction to Contexts through Classroom Video with Experienced Mathematics Teachers. In G. Lloyd & C. Lynch (Eds), Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks. International Handbook of Mathematics Teacher Education, Volume 3. Sense Publishing: Boston, MA.*            
  • Horn, I. S., Garner, B. & Ehrenfeld, N. (2020, June). Learning to listen closely: Experienced teachers’ instructional tuning via video feedback. International Conference of the Learning Sciences, Nashville, TN.*
Education Development Center, Inc. (EDC)

CADRE is the resource network that supports researchers and developers who participate in DRK-12 projects on teaching and learning in the science, technology, engineering and mathematics disciplines. CADRE works with projects to strengthen and share methods, findings, results and products, helping to build collaboration around a strong portfolio of STEM education resources, models and technologies. CADRE raises external audiences’ awareness and understanding of the DRK-12 program, and builds new knowledge.

Vanderbilt University

This project will explore the potential of video-based formative feedback to enhance professional development around ambitious instruction for secondary teachers in urban schools.

Vanderbilt University

This study addresses two open questions in mathematics education and teacher learning research related to groupwork monitoring. Using contemporary information visualization techniques and open-source tools, alongside a video-based coaching activity, teachers will a) analyze classroom video records featuring group math discussions and b) uncover and investigate their specific interactions with student groups as well as their overall approach to this important phase of their lessons. Through these tools, teachers will develop strategic and integrated understandings of effective groupwork monitoring strategies. As a result of this work, teachers and researchers will be able to better connect teachers’ monitoring choices to students’ peer-to-peer math talk.