Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
2 references
-
- Vol 6 PE: App E
- Vol 6 RE: Chapter 8
teaching culturemathematics instructionlesson studyteacher collaborationinstructional improvementclassroom observationBook Evidence summaryAt a glance
Stigler and Hiebert use TIMSS video studies to compare recurring mathematics lessons in the United States, Germany, and Japan. They argue that teaching is a cultural activity: shared scripts make classroom routines feel natural and render alternatives difficult to see.
Key ideas
Typical patterns differed in the role of problems, student struggle, explanation, and connections among mathematical ideas. The authors caution against ranking individual teachers from brief observations or importing visible techniques without their supporting system. The “teaching gap” is sustained because improvement in the United States often relies on episodic reforms and individual heroics rather than a profession-wide mechanism for refining lessons. Japanese lesson study illustrates a different knowledge-building cycle in which teachers plan, observe, analyze, revise, and share classroom lessons.
Why it matters
The book’s enduring proposal is to treat teaching as improvable collective practice and to develop a public, cumulative knowledge base grounded in evidence from actual lessons.
View or buy the cited work >>Read a similar article free online >>
-
- Vol 6 RE: Chapters 6, 7, 14, App A, App D, App E
professional learning inquiryadaptive expertiseknowledge buildingformative assessmentcollaborative inquiryinstructional improvementunderserved learnersschool leadershipBook Evidence summaryAt a glance
Timperley reframes professional development from programmes delivered to teachers into professional learning organised around effects on students. At the book’s centre is an inquiry and knowledge-building cycle: identify what learners need to know and do; examine what educators need to learn; deepen relevant content, pedagogical, and assessment knowledge; create new learning opportunities; and evaluate what changed for students.
Key ideas
Evidence is used diagnostically rather than as a compliance score, and discrepant outcomes become reasons to investigate teaching, context, and assumptions. Professional learning must meet a double demand—offer immediately useful responses while developing adaptable principles teachers can apply to unfamiliar problems. Case examples from New Zealand, Canada, and the United Kingdom illustrate respectful but challenging dialogue, external expertise, formative assessment, collaborative inquiry, and attention to learners who have been underserved. School leaders influence whether inquiry is safe, focused, resourced, and sustained; facilitators need expertise in both content and adult learning.
Why it matters
The book rejects evaluating professional learning by participation or satisfaction alone. Its test is whether educators build adaptive expertise and create demonstrably better opportunities, engagement, learning, and well-being for students.
View or buy the cited work >>Read a similar article free online >>
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway