Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/690
Full metadata record
DC FieldValueLanguage
dc.contributor.authorOrrill, Chandra Hawley
dc.contributor.authorBrown, Rachael Eriksen
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:40:49Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:40:49Z-
dc.date.issued2018-07
dc.identifier.citationOrrill, C. H. & Brown, R. E. (2018). The Santa Trap: When Scaffolding is Not Enough to Challenge Teachers' Pervasive Beliefs. 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 3. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1481
dc.identifier.urihttps://repository.isls.org//handle/1/690-
dc.description.abstractIn this poster, we examine how middle school teachers performed on a task adapted from a study with high school students. We asked 32 middle grades teachers to complete a think-aloud protocol that included the task with three scaffolds to determine whether teachers performed differently than students.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleThe Santa Trap: When Scaffolding is Not Enough to Challenge Teachers' Pervasive Beliefsen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

Files in This Item:
File SizeFormat 
353.pdf154.61 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.