Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/105
Title: Validating a Model for Assessing Teacher’s Adaptive Expertise With Computer Supported Complex Systems Curricula and Its Relationship to Student Learning Outcomes
Authors: Yoon, Susan A.
Koehler-Yom, Jessica
Anderson, Emma
Evans, Chad
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Yoon, S. A., Koehler-Yom, J., Anderson, E., & Evans, C. (2016). Validating a Model for Assessing Teacher’s Adaptive Expertise With Computer Supported Complex Systems Curricula and Its Relationship to Student Learning Outcomes 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 1. Singapore: International Society of the Learning Sciences.
Abstract: The success of the Next Generation Science Standards (NGSS) and similar reforms is contingent upon the quality of teaching, yet the shifts in teaching practice required are substantial. In this study, we propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer supported complex systems curricula in high school science classrooms. The model is comprised of three research-based qualities that we hypothesize teachers need to demonstrate: flexibility, deeper level understanding, and deliberate practice, in adapting interventions to their particular teaching contexts. We apply the model to understand whether it can, a) show variation between teachers, and b) predict student-learning outcomes. Results show that teacher enactments and interview responses assessed on the model reveal sufficient variation, and are also predictive of students’ growth in complex systems understanding. The model has important implications for how to support teachers in adopting new science education reforms.
URI: https://repository.isls.org/handle/1/105
https://dx.doi.org/10.22318/icls2016.16
Appears in Collections:ICSL 2016

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