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dc.contributor.authorBell, Philip
dc.contributor.authorSeverance, Samuel
dc.contributor.authorPenuel, William R.
dc.contributor.authorSumner, Tamara
dc.contributor.authorMommandi, Wagma
dc.contributor.authorQuigley, David
dc.contributor.authorVan Horne, Katie
dc.contributor.authorJohnson, Raymond
dc.contributor.authorStromholt, Shelley
dc.contributor.authorLakhani, Heena
dc.contributor.authorDavis, Katie
dc.contributor.authorBell, Adam
dc.contributor.authorBang, Megan
dc.date.accessioned2017-06-19T11:36:56Z
dc.date.accessioned2017-06-19T09:43:21Z-
dc.date.available2017-06-19T11:36:56Z
dc.date.available2017-06-19T09:43:21Z-
dc.date.issued2016-07
dc.identifier.citationBell, 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.en_US
dc.identifier.urihttps://repository.isls.org/handle/1/383-
dc.identifier.urihttps://doi.dx.org/10.22318/icls2016.176
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.publisherSingapore: International Society of the Learning Sciencesen_US
dc.titleResearchers and Practitioners Co-Designing for Expansive Science Learning and Educational Equityen_US
dc.typeBook chapteren_US
Appears in Collections:ICSL 2016

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