Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2744
Title: Teacher Learning about Teacher-Parent Engagement: Shifting Narratives and a Proposed Trajectory
Authors: Drake, Corey
Barton, Angela Calabrese
Issue Date: Jun-2010
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Drake, C. & Barton, A. C. (2010). Teacher Learning about Teacher-Parent Engagement: Shifting Narratives and a Proposed Trajectory. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 722-729). Chicago IL: International Society of the Learning Sciences.
Abstract: In this paper, we examine teacher learning about teacher-parent engagement in mathematics and science education. Using data from three different schools participating in TE-PAC2 (Teacher-Parent Collaborative Communities), we find evidence of teacher learning in the stories teachers tell about the meanings of and possibilities for - teacher-parent engagement in the context of broader cultural narratives about the teaching and learning of mathematics and science in their schools and districts. In particular, teacher learning was reflected in changes in teacher narratives over time and in the new understandings of parent resources incorporated into these shifting narratives. We conclude with a proposed trajectory of teacher learning about teacher-parent engagement.
URI: https://doi.dx.org/10.22318/icls2010.1.722
https://repository.isls.org//handle/1/2744
Appears in Collections:ICLS 2010

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