Abstract
This study examines transcripts of collaborations among an experienced team of sixth-grade teachers in southern California to determine the extent to which the framework for Pedagogically Productive Talk (PPT; Lefstein, Vedder-Weiss & Segal, 2020) is a useful tool for examining teachers’ collaborative discourse. Based on our analysis of quantitative and qualitative data, PPT contributed to a thorough and meaningful analysis of the substance and progression of teacher collaborations. This case study highlights the value of efficient focus on a robust problem of practice and provides an operationalization of the PPT framework that tracks discourse over the course of one meeting.
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