(Coffey, Hammer, Levin, & Grant, 2011), which aligns to IP#4.
Interconnections between the educator practices and student
learning areas of the theory of change are hypothesized to be
diverse and intricate involving multiple links between the
educator practices and student learning. Both supportive teacher–
student relationships and educator instructional practices have
been shown to relate to students’ academic identity and
motivational resilience. Furthermore, educator instructional practices
have been related to students’ development of higher-order
cognitive skills. Finally, educators’ PCK and instructional practices
have been shown to support students’ abilities to apply their
conceptual knowledge.
(Coffey, Hammer, Levin, & Grant, 2011), which aligns to IP#4.Interconnections between the educator practices and studentlearning areas of the theory of change are hypothesized to bediverse and intricate involving multiple links between theeducator practices and student learning. Both supportive teacher–student relationships and educator instructional practices havebeen shown to relate to students’ academic identity andmotivational resilience. Furthermore, educator instructional practiceshave been related to students’ development of higher-ordercognitive skills. Finally, educators’ PCK and instructional practiceshave been shown to support students’ abilities to apply theirconceptual knowledge.
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