For works from this project, see:

Hammer, D., Goldberg, F. and Fargason, S. (2012).  Responsive teaching and the beginnings of energy in a third grade classroom. Review of Science, Mathematics and ICT Education, 6(1), 51-72. Download

Jaber, L. and Hammer, D. (2012) Engaging in Science: A Feeling for the Discipline. (Under review.)

Lineback, J. (2012a). Mrs. Miller's Evolution in Teaching Science as Inquiry: A Case Study of a Teacher's Change in Responsiveness. Unpublished doctoral dissertation, San Diego State University & University of California, San Diego. Download (This document may not properly display in your browser, so you may need to download it by right-clicking/control-clicking on the link and choosing the "save link" or equivalent option.)

Lineback, J. E. (2012b). The redirection: An indicator of how teachers respond to student thinking. Manuscript submitted for publication.

Lineback, J. E., & Goldberg, F. (2010). Using changes in framing to account for differences in a teacher's classroom behavior. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers. International Society of the Learning Sciences: Chicago IL. Download

Maskiewicz, A., & Winters, V. (2012). Understanding the Co-Construction of Inquiry Practices: A Case Study of a Responsive Teaching Environment. Journal of Research in Science Teaching, 49(4), 429-464. Download

Maskiewicz, A. & Winters, V. (2010). Interpreting elementary science teacher responsiveness through epistemological framing. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers. International Society of the Learning Sciences: Chicago IL. Download

Radoff, J., Goldberg, F., Hammer, D. and Fargason, S. (2010). The Beginnings of Energy in Third Graders' Reasoning. In Singh, C., Sabella, M. and Rebello, S. (Eds) Conference Proceedings of the 2010 Physics Education Research Conference. Volume 1289, American Institute of Physics, pp. 269-272. Download

Sikorski, T. (2012). Developing an alternative perspective on coherence seeking in science classrooms. Unpublished doctoral dissertation. University of Maryland, College Park. Download

Sikorski, T., & Hammer, D. (2010). A critique of how three learning progressions conceptualize sophistication and progress. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers. International Society of the Learning Sciences: Chicago IL. Download

Sikorski, T., Winters, V., and Hammer, D. (2009). Defining learning progressions for scientific inquiry. Conference presentation, Published Bibliography: Learning Progressions in Science (LeaPS) Conference, Iowa City, IA. Download

Weller, D., & Finkelstein, C. (2011). From "Adding Inquiry" to "Doing Science". Science and Children, 48(7), 5. Download

Winters, V. and Hammer, D. (2009). Fourth graders framing of an electric circuits task. In Sabella, M. Henderson, C. and Singh, C. (Eds) Conference Proceedings of the Physics Education Research Conference. Volume 1179, American Institute of Physics, pp. 297-300. Download

Other articles and books on aspects of responsive teaching:

Berland, L. K., & Hammer, D. (2012). Framing for scientific argumentation. Journal of Research in Science Teaching, 49(1), 68-94. Download

Bresser, R. and Fargason, S. (2013). Becoming Scientists: Inquiry-Based Teaching in Diverse Classrooms, Grades 3-5. Portland, Maine: Stenhouse Publishers.

Coffey, J., Hammer, D., Levin, D. M., Grant, T. (2011) The Missing Disciplinary Substance of Formative Assessment, Journal of Research in Science Teaching, 1109-1136. Download

Hammer, David, and Van Zee, Emily (2006). Seeing the Science in Children's Thinking: Case Studies of Student Inquiry in Physical Science. Portsmouth, NH: Heinemann Publisher. Information

Levin, D. M., Hammer, D. et al. (2009). Novice teachers' attention to student thinking. Journal of Teacher Education, 60(2): 142-154. Download

Salter, I., & Atkins, L. (2011). Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications. Journal of Science Teacher Education, 1-21.

Scherr, R. E., Close, H. G., and McKagan, S.G., Promoting proximal formative assessment with relational discourse. PERC Proceedings, 2011.

For closely related work in the literature, see:

Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93(4), 373-397.

Duckworth, E. (1986). Teaching as Research. Harvard Educational Review, 56(4), 481-496.

Engle, R. A. and Conant, F.R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20(4), 399-483.

Hammer, D. (1997). Discovery Learning and Discovery Teaching. Cognition and Instruction, 15(4), 485-529. Download

Lampert , M. (1990). When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching. American Educational Research Journal, 27(1), 29-63.

Schifter, D. (Ed.). (1996). What's Happening in Math Class?  Volume 1:  Envisioning New Practices Through Teacher Narratives. New York: Teachers College Press.

Conference posters from this project:

Coffey, J. & Maskiewicz, A. (2010). The Dynamics of Progress: A case study of elementary teachers' engagement in science. Poster presented at Discovery Research K-12 meeting – Washington, D.C.

Goldberg, F., Bendall, S., Hammer, D., McKean, M., Coffey, J., Maskiewicz, A., Lineback, J., & Jaber, L. (2012). Browser-based resource for responsive teaching in science: A product of the Learning Progressions in Scientific Inquiry Project. Download

Jaber, L., Conlin, L. D., & Hammer, D. (2012). The role of affect in stabilizing inquiry. Download

Lineback, J.E. (2012, January). Characterizing "redirections": A method to describe teacher change. Poster presented at: A Tribute to the Career of Dr. Judith Sowder: Linking Research and Practice in Mathematics Education – San Diego, CA.

Maskiewicz, A. (2013, April). Navigating the Challenges of Teaching Responsively: An Insider's Perspective. Paper presented at National Association of Research in Science Teaching - San Juan, Puerto Rico.

Radoff, J. & Hammer, D. (2012). Isaac's theory of wheels: A third-grade class's stability in doing science. Download