Katherine K. Merseth
Affiliations: | Education | Harvard University, Cambridge, MA, United States |
Area:
General Education, Organizational, Tests and Measurements EducationGoogle:
"Katherine Merseth"Children
Sign in to add trainee| Molly V. Schen | grad student | 2000 | Harvard |
| Paul A. Herdman | grad student | 2001 | Harvard |
| Jonathan A. Landman | grad student | 2001 | Harvard |
| Antonia M. Rudenstine | grad student | 2002 | Harvard |
| Timothy Begaye | grad student | 2003 | Harvard |
| Karen Mutch-Jones | grad student | 2004 | Harvard |
| Suzanne N. Plaut | grad student | 2004 | Harvard |
| Dorinda J. Carter | grad student | 2005 | Harvard |
| Carrie Maille Hickey | grad student | 2006 | Harvard |
| Marian A. Robinson | grad student | 2006 | Harvard |
| Lilly Siu | grad student | 2011 | Harvard |
| Amy M. Fowler | grad student | 2012 | Harvard |
| Sara P. Suchman | grad student | 2012 | Harvard |
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Publications
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| Gravett S, de Beer J, Odendaal-Kroon R, et al. (2016) The affordances of case-based teaching for the professional learning of student-teachers Journal of Curriculum Studies. 1-22 |
| Frankenberg E, Taylor A, Merseth K. (2010) Walking the walk: Teacher candidates' professed commitment to urban teaching and their subsequent career decisions Urban Education. 45: 312-346 |
| Lacey CA, Merseth KK. (1993) Cases, hypermedia and computer networks: Three curricular innovations for teacher education Journal of Curriculum Studies. 25: 543-551 |
| Merseth KK, Lacey CA. (1993) Weaving stronger fabric: The pedagogical promise of hypermedia and case methods in teacher education Teaching and Teacher Education. 9: 283-299 |
| Sandholtz JH, Merseth KK. (1992) Collaborating Teachers in a Professional Development School: Inducements and Contributions Journal of Teacher Education. 43: 308-317 |
| Merseth KK. (1991) The Early History of Case-Based Instruction: Insights for Teacher Education Today Journal of Teacher Education. 42: 243-249 |
| Merseth KK. (1991) General Interest: Supporting Beginning Teachers with Computer Networks Journal of Teacher Education. 42: 140-147 |