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Title: Patterns of Classroom Talk Through Participation in Discourse-Focused Teacher Professional Development
Authors: Sandoval, William A.
Kwako, Alexander J.
Modrek, Anahid S.
Kawasaki, Jarod
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Sandoval, W. A., Kwako, A. J., Modrek, A. S., & Kawasaki, J. (2018). Patterns of Classroom Talk Through Participation in Discourse-Focused Teacher Professional Development . In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: The Next Generation Science Standards (NGSS) reforms in the United States present a number of serious learning challenges for in-service teachers. As states and school districts are assuming responsibility for the new standards, there are few professional development (PD) models for how to help working teachers meet these challenges. This study presents an analysis of teachers’ practice in the second of three years of professional development aimed at helping them learn to enact instruction aligned with the NGSS. The analysis focuses on changes to how teachers organize whole class discussions, looking particularly at how teachers support student-student dialogue. Comparing discussions from spot observations of teaching to PD-supported lessons, data suggest teachers struggle in both contexts to support productive student-student talk, although they are modestly more successful in the PD context. Conclusions from this analysis include that PD should provide clear models of productive discourse.
Appears in Collections:ICLS 2018

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