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Title: Teacher Learning From Implementing an Instructional Design for Literary Argumentation
Authors: Hall, Allison H.
Goldman, Susan R.
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Hall, A. H. & Goldman, S. R. (2021). Teacher Learning From Implementing an Instructional Design for Literary Argumentation. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 426-433). Bochum, Germany: International Society of the Learning Sciences.
Abstract: This paper reports a case study of an 11th grade English teacher’s learning through participation in design-based research intended to support students in literary argumentation. Literary argumentation requires that students develop criteria for thematic concepts as common ground for interpretation and discussion of texts. This study examines two components of instruction around the generation of criteria from the first and third years of a design-based research project to understand what the teacher learned from the implementation of a designed 9-week unit and how it informed her iterative design and enactment of a year-long curriculum. Findings showed marked differences in her design across iterations, including in the choice of themes and texts, task and participation structures, and foci of inquiry. The connection between the criteria-building work students did and their subsequent work was also notably different.
Appears in Collections:ISLS Annual Meeting 2021

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