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|Title:||Using an Adaptive Expertise Lens to Understand the Quality of Teachers’ Classroom Implementation of Computer-Supported Reform Curricula in High School Science|
|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.|
|Appears in Collections:||ICLS2014|
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