Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/769
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dc.contributor.authorKustusch, Mary Bridget
dc.contributor.authorSayre, Eleanor C
dc.contributor.authorFranklin, Scott
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:41:48Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:41:48Z-
dc.date.issued2018-07
dc.identifier.citationKustusch, M. B., Sayre, E. C., & Franklin, S. (2018). Identifying shifts in agency by analyzing authority in classroom group discussion. 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/cscl2018.1623
dc.identifier.urihttps://repository.isls.org//handle/1/769-
dc.description.abstractIncreasing students’ agency influences their persistence and has ramifications for their views of the nature of science. The idea of agency is closely tied to issues of authority and power. Here we study how classroom group conversations are directed and who has the authority to direct the conversation. We present a narrative analysis of a whole class discussion, analyze discourse patterns to infer the distribution of authority amongst relevant subgroups and demonstrate a shift toward a more equitable distribution and an increase in student agency.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleIdentifying shifts in agency by analyzing authority in classroom group discussionen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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