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Big Ideas Barriers and Effective Practices David H Allsopp Sarah van Ingen Orhan Simsek and Keri C Haley . 21: Core Algebra Instruction Elizabeth M Hughes . 51: Progressions That Lead to Algebraic Success . 69: Computations in the Age of Machines . 83: Fractions as a Stepping Stone Bradley S Witzel . 105:
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Associate Professor University of South Florida College of Education Aug 2019 - Present 4 years 4 months Tampa/St. Petersburg, Florida Area Assistant Professor of Mathematics Education University.
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Sarah van Ingen. View all articles by this author. Notes. David Allsopp, College of Education, University of South Florida, 4202 E. Fowler Ave., EDU 105, Tampa, FL 33620-9951, USA (e-mail: [email protected]). Metrics and citations Metrics. Journals metrics.
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Corpus ID: 220277348; The Synergy between Integrated STEM Lessons and Culturally Responsive Teaching in Elementary Classrooms. @article{Ingen2018TheSB, title={The Synergy between Integrated STEM Lessons and Culturally Responsive Teaching in Elementary Classrooms.}, author={Sarah van Ingen and Jeni Davis and Katie Arndt}, journal={Research in the Schools}, year={2018}, volume={25}, pages={1-19.
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Sarah A. van Ingen . University of South Florida . College of Education . 4202 East Fowler Avenue, Tampa, FL 33620 . [email protected] . 612-501-5370. van Ingen, S., McHatton, P., & Vomvoridi-Ivonovic, E. (2016). How do preservice teachers intend to link research to practice? Foundational knowledge for bridging the gap between research and
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Sarah VAN INGEN LAUER | Professor (Associate) | PhD | University of South Florida, FL | USF | Teaching and Learning | Research profile Home University of South Florida Sarah van Ingen Lauer.
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Dr. Sarah van Ingen is an Assistant Professor of Mathematics Education at the University of South Florida where she co-directs the innovative and nationally recognized Urban Teacher Residency Partnership Program.
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Dr. Sarah van Ingen is an Assistant Professor of mathematics education at the University of South Florida where she co-directs the innovative and nationally recognized Urban Teacher Residency Partnership Program. She partners with local schools to accomplish the twin goals of improving K-5 mathematics and the preparation of K-5 mathematics.
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Dr. Sarah van Ingen is an Assistant Professor of mathematics education at the University of South Florida where she co-directs the innovative and nationally recognized Urban Teacher Residency Partnership Program. She partners with local schools to accomplish the twin goals of improving K-5 mathematics and the preparation of K-5 mathematics.
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By Sarah van Ingen and Susan Ariew, Published on 01/01/14. Citation / Publisher Attribution. The Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to learn through Practitioner Inquiry, p. 88-91
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Sarah van Ingen, University of South Florida Follow Susan Ariew, University of South Florida Follow. Document Type. Article. Publication Date. 10-2015. Keywords. information literacy, research utilization, evidence-based practice, teacher education, preservice teachers, library instruction.
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Sarah van Ingen Lauer . University of South Florida . Primary tabs. Overview (active tab) Contributions; E-Teams; Join. Register; Ask an expert; Explore the inclusive policy markers; Join an e-team; Invite a friend; Introduction.
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Dr. Sarah van Ingen is an Assistant Professor of Mathematics Education at the University of South Florida where she co-directs the innovative and nationally recognized Urban Teacher Residency Partnership Program. In this role, she partners with Hillsborough County Public Schools' teachers and administrators to accomplish the twin goals of.
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Sarah van Ingen Lauer. University of South Florida. Verified email at usf.edu - Homepage. Education. Articles Cited by Public access Co-authors. Title. Sort.. S van Ingen, P Alvarez McHatton, E Vomvoridi-Ivanovic. Action in Teacher Education 38 (2), 175-189, 2016. 14: 2016:
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Despite widespread discourse about the need for teachers to utilize education research, little is known about how teachers learn to engage in this practice. How do preservice teachers understand the use of research to inform their teaching? Set within the context of a mathematics methods course, this study provides a detailed analysis of the written research implementation plans of 29.