Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/6506
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. |
URI: | https://doi.dx.org/10.22318/icls2020.2151 https://repository.isls.org//handle/1/6506 |
Appears in Collections: | ICLS 2020 |
Files in This Item:
File | Size | Format | |
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2151-2158.pdf | 255.82 kB | Adobe PDF | View/Open |
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