Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1673
Title: The Knowledge Building Network Pilot Project: An Exploration of Emergent Designs to Enhance Collective Teacher Efficacy
Authors: Ma, Leanne
Resendes, Monica
Scardamalia, Marlene
Dobbie, Karen
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Ma, L., Resendes, M., Scardamalia, M., & Dobbie, K. (2019). The Knowledge Building Network Pilot Project: An Exploration of Emergent Designs to Enhance Collective Teacher Efficacy. In Lund, K., Niccolai, G. P., Lavoué, E., Gweon, C. H., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 81-87). Lyon, France: International Society of the Learning Sciences.
Abstract: Ontario's Leading Student Achievement Project aims to foster professional collaboration among principals, vice-principals, and teachers in order to build capacity for improving student achievement and well-being. During the 2017-2018 school year, a multi- level, multi-district KB network was initiated to spread Knowledge Building in elementary schools across the province. This study traces the evolution of KB and KF practices in relation to changes in teacher efficacy and positive student outcomes. Over the span of a school year, teachers co-designed principle-based practices with their students to foster collective discourse, idea improvement, community norms, and meta-cognition/meta-talk in their classrooms. Results indicate that the initiative was a success, with the majority of educators reporting professional growth through collaboration, as well as willingness to lead their own KB network the next year.
URI: https://doi.dx.org/10.22318/cscl2019.81
https://repository.isls.org//handle/1/1673
Appears in Collections:CSCL 2019

Files in This Item:
File SizeFormat 
81-87.pdf462.58 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.