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Title: Teachers' Learning about Equitable Practice through Talk with Colleagues
Authors: Horn, Ilana Seidel
Yoon, Irene
Kane, Britnie Delinger
Bannister, Nicole
van Es, Elizabeth A.
Hand, Victoria
Horn, Ilana Seidel
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Horn, I. S., Yoon, I., Kane, B. D., Bannister, N., van Es, E. A., Hand, V., & Horn, I. S. (2014). Teachers' Learning about Equitable Practice through Talk with Colleagues. 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 3. Colorado, CO: International Society of the Learning Sciences, pp. 1209-1218.
Abstract: Using insights from the learning sciences, the four papers in this symposium investigate the ways teachers' collegial talk contributes to their learning about equitable instruction. One pair of papers comes from primarily observational studies, investigating how everyday storytelling and facilitation stand to instantiate or challenge teachers' knowing about their diverse students and their instruction. The other pair of papers comes from design- experiments aiming to transform teacher knowledge. These contribute frameworks for understanding teacher learning through discourse. Together, the collection illuminates relationships between teachers' collegial talk and projects of instructional change.
Appears in Collections:ICLS2014

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