Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/784
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dc.contributor.authorLenton, Kevin
dc.contributor.authorCharles, Elizabeth S.
dc.contributor.authorDugdale, Michael
dc.contributor.authorZhang, Chao
dc.contributor.authorWhittaker, Chris
dc.contributor.authorLasry, Nathaniel
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:42:00Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:42:00Z-
dc.date.issued2018-07
dc.identifier.citationLenton, K., Charles, E. S., Dugdale, M., Zhang, C., Whittaker, C., & Lasry, N. (2018). A Geopositioning View of Teachers’ Orchestration in Active Learning Classrooms: Following teachers’ position/location within the classroom. 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/cscl2018.1651
dc.identifier.urihttps://repository.isls.org//handle/1/784-
dc.description.abstractIn this study we report on a method to answer a simple yet fundamental question: How do teachers manage their space resources in active learning classrooms? Specifically, we document how a software, designed for physics education, might provide an alternative to documenting the physical position of the teacher as a function of time. This approach shows clear patterns can be produced, thereby revealing one dimension of the larger question of teacher orchestration.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleA Geopositioning View of Teachers’ Orchestration in Active Learning Classrooms: Following teachers’ position/location within the classroomen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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