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|Title:||Teachers Learning to Promote Classroom Discourse, Equity, Agency, and Engagement|
Matsumura, Lindsay Clare
Stein, Mary Kay
Rogers, Meredith Park
Smith, J. F. Trey
Alzen, Jessica L.
Penuel, William R.
Reiser, Brian J.
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Hall, A., Nathan, M., Swart, M., Fitzpatrick, S., Dolezalek, B., Correnti, R., Witherspoon, E., Matsumura, L. C., Walsh, M., Schunn, C., Stein, M. K., Nicholas, C., McClain, J., Rogers, M. P., Danish, J., Gibbons, L., Manz, E., Wilhelm, A., Bien, A., Kavanagh, S., Siy, E., Dutro, E., Ghousseini, H., Kazemi, E., Griesemer, C., Zivic, A., Edwards, K., Murzynski, C., Smith, J. F., Alzen, J. L., Passmore, C., Penuel, W. R., Reiser, B. J., Goldman, S., Ko, M., Herbst, P., Milewski, A., Ogan, A., Clarke, S., Gomoll, A., Zimmerman, J., Calvillo, J., & Gutierrez, K. (2020). Teachers Learning to Promote Classroom Discourse, Equity, Agency, and Engagement. 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. 2151-2158). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||This interactive poster session highlights findings from the first two years of the Teachers as Learners initiative, sponsored by the James S. McDonnell Foundation. In 2018, ten research teams were funded to explore cognitive, sociocultural, and systemic dimensions of teachers learning to implement challenging instruction and classroom discourse in service of promoting students’ engagement and agency in the intellectual work of subject matter learning. The quintessential question these projects address is how teachers learn what they need to know and be able to do to create such contexts. Cross-cutting themes address contexts of professional learning, reflective practice, and iterative cycles of design, enactment, and re-design.|
|Appears in Collections:||ICLS 2020|
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