Amy D. Robertson is a Research Assistant Professor in the Department of Physics at Seattle Pacific University, USA.Rachel E. Scherr is a Senior Research Scientist in the Department of Physics at Seattle Pacific University, USA.David Hammer is a Professor in the Departments of Education and Physics & Astronomy and the Center for Engineering Education and Outreach at Tufts University, USA.

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• PrefaceChapter 1: What is responsive teaching?Amy D. Robertson, Leslie J. Atkins, Daniel M. Levin, and Jennifer RichardsChapter 2: A review of the research on responsive teaching in science and mathematicsJennifer Richards and Amy D. RobertsonChapter 3: Examining the products of responsive inquiryLeslie J. Atkins and Brian W. FrankChapter 4: Understanding responsive teaching and curriculum from the students’ perspectiveTiffany-Rose SikorskiChapter 5: Navigating the challenges of teaching responsively: An insider’s perspectiveApril Cordero MaskiewiczChapter 6: What teachers notice when they notice student thinking: Teacher-identified purposes for attending to students’ mathematical thinkingAdam A. Colestock and Miriam Gamoran SherinChapter 7: The role subject matter plays in prospective teachers’ responsive teaching practices in elementary math and scienceJanet E. Coffey and Ann R. EdwardsChapter 8: Attending to students’ epistemic affectLama Z. JaberChapter 9: Attention to student framing in responsive teachingJennifer Radoff and David HammerChapter 10: Methods to assess teacher responsiveness in situJennifer Evarts LinebackChapter 11: Documenting variability within teacher attention and responsiveness to the substance of student thinkingAmy D. Robertson, Jennifer Richards, Andrew Elby, and Janet WalkoeEpilogueDavid HammerList of Contributors

Amy D. Robertson is a Research Assistant Professor in the Department of Physics at Seattle Pacific University, USA.Rachel E. Scherr is a Senior Research Scientist in the Department of Physics at Seattle Pacific University, USA.David Hammer is a Professor in the Departments of Education and Physics & Astronomy and the Center for Engineering Education and Outreach at Tufts University, USA.

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• PrefaceChapter 1: What is responsive teaching?Amy D. Robertson, Leslie J. Atkins, Daniel M. Levin, and Jennifer RichardsChapter 2: A review of the research on responsive teaching in science and mathematicsJennifer Richards and Amy D. RobertsonChapter 3: Examining the products of responsive inquiryLeslie J. Atkins and Brian W. FrankChapter 4: Understanding responsive teaching and curriculum from the students’ perspectiveTiffany-Rose SikorskiChapter 5: Navigating the challenges of teaching responsively: An insider’s perspectiveApril Cordero MaskiewiczChapter 6: What teachers notice when they notice student thinking: Teacher-identified purposes for attending to students’ mathematical thinkingAdam A. Colestock and Miriam Gamoran SherinChapter 7: The role subject matter plays in prospective teachers’ responsive teaching practices in elementary math and scienceJanet E. Coffey and Ann R. EdwardsChapter 8: Attending to students’ epistemic affectLama Z. JaberChapter 9: Attention to student framing in responsive teachingJennifer Radoff and David HammerChapter 10: Methods to assess teacher responsiveness in situJennifer Evarts LinebackChapter 11: Documenting variability within teacher attention and responsiveness to the substance of student thinkingAmy D. Robertson, Jennifer Richards, Andrew Elby, and Janet WalkoeEpilogueDavid HammerList of Contributors

Amy D. Robertson is a Research Assistant Professor in the Department of Physics at Seattle Pacific University, USA.Rachel E. Scherr is a Senior Research Scientist in the Department of Physics at Seattle Pacific University, USA.David Hammer is a Professor in the Departments of Education and Physics & Astronomy and the Center for Engineering Education and Outreach at Tufts University, USA.

Select Guide Rating

• PrefaceChapter 1: What is responsive teaching?Amy D. Robertson, Leslie J. Atkins, Daniel M. Levin, and Jennifer RichardsChapter 2: A review of the research on responsive teaching in science and mathematicsJennifer Richards and Amy D. RobertsonChapter 3: Examining the products of responsive inquiryLeslie J. Atkins and Brian W. FrankChapter 4: Understanding responsive teaching and curriculum from the students’ perspectiveTiffany-Rose SikorskiChapter 5: Navigating the challenges of teaching responsively: An insider’s perspectiveApril Cordero MaskiewiczChapter 6: What teachers notice when they notice student thinking: Teacher-identified purposes for attending to students’ mathematical thinkingAdam A. Colestock and Miriam Gamoran SherinChapter 7: The role subject matter plays in prospective teachers’ responsive teaching practices in elementary math and scienceJanet E. Coffey and Ann R. EdwardsChapter 8: Attending to students’ epistemic affectLama Z. JaberChapter 9: Attention to student framing in responsive teachingJennifer Radoff and David HammerChapter 10: Methods to assess teacher responsiveness in situJennifer Evarts LinebackChapter 11: Documenting variability within teacher attention and responsiveness to the substance of student thinkingAmy D. Robertson, Jennifer Richards, Andrew Elby, and Janet WalkoeEpilogueDavid HammerList of Contributors