How do teachers talk about the productiveness of teacher's in-the-moment responses to student mathematical thinking? This is a question current research does not fully answer as most research on teacher moves is focused on what teacher moves researchers have noticed teachers do rather than on what teachers think about these teacher moves. To fill the gap in the research and to answer the question, a group of 13 teachers were given ten classroom situations to compare and contrast for productivity. I analyzed (a) the content of the teachers' discussions by drawing on Teacher Response Coding (TRC) language, and (b) the extent to which the teachers' discussions align with theorized productive responses to student mathematical thinking, or building. From the teachers' group conversations, I articulated principles of productivity— articulations of the main ideas and conclusions of the teachers' conversations with regards to productivity. Focusing on the principles of productivity, I highlighted what teacher moves the teachers said were productive or not productive with respect to teacher's in-the-moment responses to student mathematical thinking. In analyzing the list of unique principles of productivity, I noticed three main themes that the principles were focused around: student mathematics, teacher moves, and mathematics, which reflected some of the ideas in research for productive teacher moves. Additionally, I analyzed the principles for alignment with the practice of building, which led to the conclusion that the ideas of orchestrating discussion and making explicit are the most salient of the sub-practices of building to the teachers. These results based on teachers' discussions around the productivity of teacher moves can help inform teacher education and professional development.

Teachable moments (TMs) is a term that is used across various domains to refer to situations, occurrences, and/or events that present a potential opportunity to learn (Seals, 2018). TMs are recognized as important for educating others, as well as playing a role in professional and personal development. In sport contexts, TMs are a pathway for coaches to develop athletes (Hedlund, 1996). However, we do not fully understand what comprises TMs due to inconsistent usage of the term, and the paucity of sport-based, scholarly research on TMs. Much of our current understanding of TMs is based on studies from domains external to sport. This exploratory study aimed to (a) develop a broader conceptual understanding of how TMs occur between coaches and their athletes, and (b) explore university sports coaches’ perceptions of TMs with their athletes. In this study, data were collected through semi-structured interviews and a virtual TM recall document, whereby coaches logged events they perceived to be TMs with their athletes. Seven (7) university sports coaches completed an initial interview, while 5 of the 7 coaches completed between 4-8 recalls, as well as a second interview. A reflexive thematic analysis in combination with focused coding was applied, thus allowing us to develop a preliminary model of TMs in university sport contexts. In the first manuscript, titled ‘Teachable moments in university coaching: Exploring a coaching catchphrase,’we present our model, and outline the main qualities and conditions that support the occurrence of TMs. In the second manuscript, titled ‘Teachable moments: Practical examples from university sport,’ we elaborate on different forms of TMs that were developed in the findings, and provide concrete examples of TMs that coaches encountered in their day-to-day coaching practices. Throughout both manuscripts, we build our understanding of what comprises TMs in sport and discuss the implications for coaching practices and athlete development.

While the use of student thinking to help build mathematical understandings in a classroom has been emphasized in best teaching practices, teachers still struggle with this practice and research still lacks a full understanding of how such learning can and should occur. To help understand this complex practice, I analyzed every instance of student thinking and every teacher response to that thinking during a high school geometry teacher's whole class discussion and used these codes as evidence of alignment or misalignment with principles of effective use of student mathematical thinking. I explored the teacher's practice both in small and large grains by considering each of her responses to student thinking, and then considered the larger practice through multiple teacher responses unified under a single topic or theme in the class discussion. From these codes, I moved to an even larger grain to consider how the teacher's practice in general aligned with the principles. These combined coding schemes proved effective in providing a lens to both view and make sense of the complex practice of teachers responding to student thinking. I found that when responding to student thinking the teacher tended to not allow student thinking to be at the forefront of classroom discussion because of misinterpretation of the student thinking or only using the student thinking in a local sense to help advance the discussion as framed by the teacher's thinking. The results showed that allowing student thinking to be at the forefront of classroom discussion is one way to position students as legitimate mathematical thinkers, though this position can be weakened if the teacher makes a move to correct inaccurate or incorrect student thinking. Furthermore, when teachers respond to student thinking students are only able to be involved in sense making if the teacher turns the ideas back to the students in such a way that positions them to make sense of the mathematics. Finally, in order to allow students to collaborate a teacher must turn the mathematics to the students with time and space for them to meaningfully discuss the mathematics. I conclude that the teacher's practice that I analyzed is somewhat aligned with honoring student mathematical thinking and allowing student thinking to be at the forefront of class discussion. On the other hand, the teacher's practice was strongly misaligned with collaboration and sense making. In this teacher's class, then, students were rarely engaged in sense making or collaborating in their mathematical work.

The purpose of this quantitative, descriptive study was to describe how registered nurses utilise teachable moments to enhance students' learning in the clinical setting. The research questions were: What are the problems faced by registered nurses when they teach students in the clinical setting? and How do registered nurses utilise teachable moments to teach students? A pilot study was conducted in the clinical setting involving the respondents who had similar characteristics than the population. The sample consisted of 45 registered nurses who provided direct patient care in the clinical setting. A self­ administered, structured questionnaire was used to collect data. Data analysis was done by using descriptive statistical tests. The findings brought to light strengths and weaknesses with regard to the utilisation of teachable moments by registered nurses, and problems faced by registered nurses with regard to clinical accompaniment in general. Recommendations to improve clinical accompaniment by registered nurses through effective utilisation of teachable moments were made. Further research was recommended to explore some problematic areas that emerged from this study. / Health Studies / M.A. (Nursing Science)

The purpose of this quantitative, descriptive study was to describe how registered nurses utilise teachable moments to enhance students' learning in the clinical setting. The research questions were: What are the problems faced by registered nurses when they teach students in the clinical setting? and How do registered nurses utilise teachable moments to teach students? A pilot study was conducted in the clinical setting involving the respondents who had similar characteristics than the population. The sample consisted of 45 registered nurses who provided direct patient care in the clinical setting. A self­ administered, structured questionnaire was used to collect data. Data analysis was done by using descriptive statistical tests. The findings brought to light strengths and weaknesses with regard to the utilisation of teachable moments by registered nurses, and problems faced by registered nurses with regard to clinical accompaniment in general. Recommendations to improve clinical accompaniment by registered nurses through effective utilisation of teachable moments were made. Further research was recommended to explore some problematic areas that emerged from this study. / Health Studies / M.A. (Nursing Science)