Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/383
Title: Researchers and Practitioners Co-Designing for Expansive Science Learning and Educational Equity
Authors: Bell, Philip
Severance, Samuel
Penuel, William R.
Sumner, Tamara
Mommandi, Wagma
Quigley, David
Van Horne, Katie
Johnson, Raymond
Stromholt, Shelley
Lakhani, Heena
Davis, Katie
Bell, Adam
Bang, Megan
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Bell, P., Severance, S., Penuel, W. R., Sumner, T., Mommandi, W., Quigley, D., Van Horne, K., Johnson, R., Stromholt, S., Lakhani, H., Davis, K., Bell, A., & Bang, M. (2016). Researchers and Practitioners Co-Designing for Expansive Science Learning and Educational Equity In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.
Abstract: This symposium addresses the design and enactment of learning environments in support of the new vision for K-12 science education (NRC, 2012) and the related collaborative co-design practices of research-practice partnerships (Coburn, Penuel & Geil, 2013) as we focus on how to promote and understand cognitively and culturally expansive learning experiences for youth from culturally and linguistically diverse communities. Each study in our symposium is focused on “developing and testing innovations that can improve the quality and equity of supports for implementation of reforms” in real-world contexts (Penuel & Fishman, 2012, p. 282). The research projects in this symposium document practices and findings of various research practice partnerships that allow participants to work together to imagine and bring about new possibilities for educational improvement that reflect new goals and arrangements for learning. Our aim is to explore responsive co-design methods for holding collaborative design teams of researchers, teachers, and teacher leaders accountable for transforming student learning.
URI: https://repository.isls.org/handle/1/383
https://doi.dx.org/10.22318/icls2016.176
Appears in Collections:ICSL 2016

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