Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/959
Title: Using an Adaptive Expertise Lens to Understand the Quality of Teachers’ Classroom Implementation of Computer-Supported Reform Curricula in High School Science
Authors: Yoon, Susan
Koehler, Jessica
Wang, Joyce
Anderson, Emma
Klopfer, Eric
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Yoon, S., Koehler, J., Wang, J., Anderson, E., & Klopfer, E. (2014). Using an Adaptive Expertise Lens to Understand the Quality of Teachers’ Classroom Implementation of Computer-Supported Reform Curricula in High School Science. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 1. Colorado, CO: International Society of the Learning Sciences, pp. 118-125.
Abstract: The exploratory study reported here is part of a larger-scale research project aimed at building theoretical and practical knowledge of complex systems in students and teachers with the goal of improving high school biology learning. In this paper we propose a model of adaptive expertise to better understand teachers' classroom practices. Through three case studies, we further illustrate the characteristics of adaptive expertise of more or less successful teaching and learning.
URI: https://doi.dx.org/10.22318/icls2014.118
https://repository.isls.org//handle/1/959
Appears in Collections:ICLS2014

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