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Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1093
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dc.contributor.authorGomez, Kimberley
dc.contributor.authorMancevice, Nicole
dc.contributor.authorLee, Ung-Sang
dc.contributor.authorCunningham, Jahneille
dc.date.accessioned2018-05-21T22:08:52Z
dc.date.accessioned2019-01-22T19:42:16Z-
dc.date.available2018-05-21T22:08:52Z
dc.date.available2019-01-22T19:42:16Z-
dc.date.issued2014-06
dc.identifier.citationGomez, K., Mancevice, N., Lee, U., & Cunningham, J. (2014). Talk as a Window into Collaborative Lesson Design: Designing a Common Rubric in an Elementary School Work Circle. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1671-1672.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2014.1671
dc.identifier.urihttps://repository.isls.org//handle/1/1093-
dc.description.abstractThis poster aims to illustrate the analytic value of a design conversation that occurred during a multi-year practitioner-researcher partnership. This partnership takes the form of work circles (Fogleman, Fishman, & Krajcik, 2006; Reiser et al., 2000; Shrader et al., 1999; Shrader et al., 2001), which are a participatory, collaborative design setting. We present an example of how a dialogue between elementary teachers and university researchers offers a window into the design process and design itself.en_US
dc.language.isoenen_US
dc.publisherBoulder, CO: International Society of the Learning Sciencesen_US
dc.titleTalk as a Window into Collaborative Lesson Design: Designing a Common Rubric in an Elementary School Work Circleen_US
dc.typeBook chapteren_US
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