Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6496
Title: Impact of a Teacher Action Planner that Captures Student Ideas on Teacher Customization Decisions
Authors: Gerard, Libby
Wiley, Korah
Bradford, Allison
Chen, Jennifer King
Lim-Breitbart, Jonathan
Linn, Marcia
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Gerard, L., Wiley, K., Bradford, A., Chen, J. K., Lim-Breitbart, J., & Linn, M. (2020). Impact of a Teacher Action Planner that Captures Student Ideas on Teacher Customization Decisions. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2077-2084). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: This design-based research takes advantage of advanced technologies to support teachers to rapidly respond to evidence about student ideas generated in their classrooms. Leveraging advances in natural language processing methods, the Teacher Action Planner (TAP) analyzes students’ written explanations embedded in web-based inquiry projects to provide teachers with a report on student progress in developing the three-dimensional understanding called for by the Next Generation Science Standards. Based on the pattern in student scores, the TAP recommends research-based ways for teachers to customize instruction. This study examines how ten middle school teachers in 4 schools used the analysis of student ideas and suggestions for instructional customization presented in the TAP. This paper reports on how well their implemented customizations addressed student learning needs. It concludes with a discussion of the implications of the findings for redesign of the TAP.
URI: https://doi.dx.org/10.22318/icls2020.2077
https://repository.isls.org//handle/1/6496
Appears in Collections:ICLS 2020

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