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Title: Teachers Learning to Promote Classroom Discourse, Equity, Agency, and Engagement
Authors: Hall, Allison
Nathan, Mitchell
Swart, Michael
Fitzpatrick, Susan
Dolezalek, Brent
Correnti, Richard
Witherspoon, Eben
Matsumura, Lindsay Clare
Walsh, Maggie
Schunn, Chris
Stein, Mary Kay
Nicholas, Celeste
McClain, Jessica
Rogers, Meredith Park
Danish, Joshua
Gibbons, Lynsey
Manz, Eve
Wilhelm, Annie
Bien, Andrea
Kavanagh, Sarah
Siy, Eric
Dutro, Elizabeth
Ghousseini, Hala
Kazemi, Elham
Griesemer, Chris
Zivic, Aliza
Edwards, Kelsey
Murzynski, Christina
Smith, J. F. Trey
Alzen, Jessica L.
Passmore, Cynthia
Penuel, William R.
Reiser, Brian J.
Goldman, Susan
Ko, Mon-Lin
Herbst, Patricio
Milewski, Amanda
Ogan, Amy
Clarke, Sherice
Gomoll, Andrea
Zimmerman, John
Calvillo, Jesus
Gutierrez, Kris
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
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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