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Paul Cobb

Affiliations: 
Vanderbilt University, Nashville, TN 
Area:
Mathematics Education
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"Paul Cobb"
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Parents

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Leslie P. Steffe grad student University of Georgia

Children

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Jonee Wilson grad student Vanderbilt (Neurotree)
Lynn L. Hodge grad student 2001 Vanderbilt
Ryndal E. Bouldin grad student 2002 Vanderbilt
Chrystal O. Dean grad student 2005 Vanderbilt
Jose L. Cortina grad student 2006 Vanderbilt
Jana Visnovska grad student 2009 Vanderbilt
Charles Munter grad student 2010 Vanderbilt
Qing Zhao grad student 2011 Vanderbilt
Lynsey K. Gibbons grad student 2012 Vanderbilt
Anne L. Garrison grad student 2013 Vanderbilt

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Publications

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Gibbons LK, Wilhelm AG, Cobb P. (2019) Coordinating Leadership Supports for Teachers’ Instructional Improvement: The Journal of School Leadership. 29: 248-268
Hodge LL, Cobb P. (2019) Two Views of Culture and Their Implications for Mathematics Teaching and Learning. Urban Education. 54: 860-884
Visnovska J, Cobb P. (2019) Supporting shifts in teachers’ views of a classroom statistical activity: problem context in teaching statistics Mathematical Thinking and Learning. 21: 285-305
Maass K, Cobb P, Krainer K, et al. (2019) Different ways to implement innovative teaching approaches at scale Educational Studies in Mathematics. 102: 303-318
Gibbons LK, Cobb P. (2017) Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities Journal of Teacher Education. 68: 411-425
Rigby JG, Larbi-Cherif A, Rosenquist BA, et al. (2017) Administrator Observation and Feedback: Does It Lead Toward Improvement in Inquiry-Oriented Math Instruction? Educational Administration Quarterly. 53: 475-516
Munter C, Cobb P, Shekell C. (2016) The Role of Program Theory in Evaluation Research: A Consideration of the What Works Clearinghouse Standards in the Case of Mathematics Education American Journal of Evaluation. 37: 7-26
Henrick E, Munoz MA, Cobb P. (2016) A better research-practice partnership Phi Delta Kappan. 98: 23-27
Gibbons LK, Cobb P. (2016) Content-Focused Coaching: Five Key Practices Elementary School Journal. 117: 237-260
Visnovska J, Cobb P. (2015) Learning about whole-class scaffolding from a teacher professional development study Zdm - Mathematics Education. 47: 1133-1145
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