Year Year arrow
arrow-active-down-0
Publisher Publisher arrow
arrow-active-down-1
Journal
1
Journal arrow
arrow-active-down-2
Institution Institution arrow
arrow-active-down-3
Institution Country Institution Country arrow
arrow-active-down-4
Publication Type Publication Type arrow
arrow-active-down-5
Field Of Study Field Of Study arrow
arrow-active-down-6
Topics Topics arrow
arrow-active-down-7
Open Access Open Access arrow
arrow-active-down-8
Language Language arrow
arrow-active-down-9
Filter Icon Filter 1
Year Year arrow
arrow-active-down-0
Publisher Publisher arrow
arrow-active-down-1
Journal
1
Journal arrow
arrow-active-down-2
Institution Institution arrow
arrow-active-down-3
Institution Country Institution Country arrow
arrow-active-down-4
Publication Type Publication Type arrow
arrow-active-down-5
Field Of Study Field Of Study arrow
arrow-active-down-6
Topics Topics arrow
arrow-active-down-7
Open Access Open Access arrow
arrow-active-down-8
Language Language arrow
arrow-active-down-9
Filter Icon Filter 1
Export
Sort by: Relevance
Negotiating Ideologies of Learning and Learner Ability in Teacher Reflection: Examining Growth and Tension in Dialogic Classroom Discussion Quality

Dialogic classroom discussions where students collaboratively share and reason through complex ideas are critical for achieving ambitious reform goals for student learning. However, K-12 classroom talk is predominantly characterized by monologic, “teacher-centered” discourse patterns that have proven exceedingly resilient to change. Teacher learning researchers and practitioners have increasingly emphasized developing teachers’ noticing and reasoning about the link between their pedagogical choices and student thinking in reflection as key for transforming teaching practice. Less is known, however, about the mechanisms that link teacher reflection processes to growth in classroom discussion quality. In this study, we conducted in-depth comparative case analyses of two 5th grade teachers’ learning trajectories as they participated in a video-based literacy coaching intervention. Findings show a close link between overall levels of growth in teachers’ reflection and classroom discussion quality, including the quality of student discussion contributions. Findings also reveal that the extent to which teachers adopted “exclusionary” ideological framings related to learning and learner ability in reflection was highly influential for shaping differential growth in their learning and practice trajectories over time. This study contributes toward a more robust and nuanced theory of how teachers develop adaptive expertise for dialogic forms of classroom discussion.

Read full abstract
Just Published Icon Just Published
Relevant
Cite IconCite
Chat PDF IconChat PDF
Save
Examining a Professional Learning Routine to Support Educators to Learn Teaching with and from Students

This case study, framing teaching as a dialogic relationship between teachers and students, investigates how educators can learn how to manage the complexity of instructional decision-making through a professional learning routine. The study analysis examined how the “Teacher Time Out” routine, when embedded within collaborative teaching environments, allowed educators—school leaders, teachers, and university faculty—to engage with the unpredictability of classroom interactions alongside their colleagues and students. Through this process, educators were able to inquire into mathematical ideas with students, respond to the particulars of students’ mathematical thinking, enact shared cultural values, and develop pedagogical judgment to inform future teaching decisions. Using a sociocultural perspective on teacher learning, this case study highlights how pauses during instruction enabled educators to reflect on their practice, collaboratively reaching instructional decisions in the moment and reflecting on them after the teaching enactment. The study contributes to the literature on professional learning, showing the potential of routines such as Teacher Time Out to support teachers in learning both from and with their students during the dynamic process of teaching.

Read full abstract
Relevant
Cite IconCite
Chat PDF IconChat PDF
Save
Materialized Action: Reformulating the “Doing of” Math Through Fiber Crafting

This article examines how fiber crafting as a category of activity can develop mathematics learning and the conditions under which various fiber crafting traditions differentially cultivate mathematical understanding. Modifying the constructionist paradigm with relational materialist principles, this paper advances the notion of “materialized action,” which describes the natural inquiry process that results through emergent patterns between learners and the materialized traces of their actions. This paper takes a qualitative approach, combining a design and intervention phase to look closely across a set of materials (i.e., three fiber crafts, knitting, crochet, and pleating) and engagement in a “powerful idea” (i.e., the role of unitizing in multiplicative proportional reasoning), as instantiated across three youth case studies, and as an illustration of how we can better understand micro-developmental learning processes. We identified three levels of unitizing that make up the larger idea of enacting proportional reasoning (PR) through materialized action, which build and catalyze toward one another and support emergent understanding of PR from the intra-action of the material and the learner. In their engagement with PR, youth employed different strategies based on personal choice, affordances of the materials, and practices of the crafting traditions. Materialized actions as a theoretical advancement has the potential to reformulate what counts as mathematics and can guide the design of mathematics learning that is embracing (rather than reducing) worldly concreteness in learning key domain ideas, with implications for the design of more equitable learning environments.

Read full abstract
Open Access Icon Open Access
Relevant
Cite IconCite
Chat PDF IconChat PDF
Save
Regrounding Inquiry-Based Learning in History: A Study of Historians’ Epistemic Processes

One of the core aims of inquiry-based learning (IBL) approaches to history education is to help students grasp how historical knowledge is constructed. Thus, IBL applications are usually justified through reference to expert historians’ research practices. We argue that the current body of empirical research on historians’ practices is limited in some important ways. To develop an expanded understanding of the practice of historiography (i.e., historical research and writing), we interviewed 26 Finnish academic historians about activities involved in their practice. We then identified over a hundred epistemic processes of historiography that we divided into 14 categories. Some categories partly aligned with earlier accounts of historians’ epistemic processes, although we identified some extensions of these categories. We also recognized five themes that provide an expanded understanding of historians’ epistemic processes for IBL: archival work; tools and languages; virtues and affect; broad approaches and methodologies; and social processes. We discuss the implications of our findings for history education and argue for more diversity in studies of epistemic practices in history. Although professional historiography in its full scale cannot—and should not—be brought into all classrooms, educators need a broader understanding of historiography in order to model such a practice at different levels of education.

Read full abstract
Open Access Icon Open Access
Relevant
Cite IconCite
Chat PDF IconChat PDF
Save
Complex Dynamics Behind the Scene: How Identity and Affect Shape Epistemic Stance in Science Teaching

This study explores how personal epistemology is entangled with identity and affect and how such entanglements help explain the nature and emergence of teachers’ epistemic stances in the classroom. Our focal case centers around a disagreement between a mentor teacher and her teacher intern about how students should engage in scientific argumentation, a disagreement that erupted into debate during class, in front of the students. At first glance, the debate appears to be purely epistemological, a disagreement about what counts as evidence and as “good” arguments. Further exploration through interviews and other data streams, however, illustrates how modeling entanglements among epistemology, affect, and identity can best help us understand the emergence and persistence of the teachers’ epistemic stances across three days of debate. The intern’s epistemic stance turned out to emerge not from a full-fledged constructivist epistemology of learning but from entangled epistemological and socioemotional commitments to encourage curiosity and to not shut students down. The mentor teacher’s epistemic stance, on the other hand, was driven by epistemological beliefs about the empirical nature of science and evidence, beliefs that help constitute aspects of her identity. We see two key takeaways. First, with respect to informing teacher education and professional learning, it matters whether researchers model these entanglements in terms of separable but interacting epistemological, affective, and identity-related elements or in terms of co-constitutive elements that are, for instance, simultaneously epistemological and identity-related. Second, and relatedly, researchers should consider different modeling choices for their data instead of a priori choosing a separable-but-interacting rather than a co-constitutive modeling framework, or vice versa.

Read full abstract
Relevant
Cite IconCite
Chat PDF IconChat PDF
Save
Youth-Initiated Moments: Making Visible Youth Bids for Rightful Presence in Informal STEM Learning

Although informal science, technology, engineering, and mathematics (STEM) learning (ISL) has served as a catalyst for inclusive lifelong STEM engagement, research indicates that participation in ISL can still remain inequitable, especially for youths from minoritized communities. To address the continued inequities, youths’ rightful presence should be placed at the core of informal STEM education knowledge and practice. Rightful presence refers to youths legitimately belonging in learning spaces by calling out the limits of equity as inclusion. Our study explores the insights youths offered to inform pedagogical practices in support of equitable learning in ISL spaces. We seek such insights, particularly attending to the moments we call ‘youth-initiated,’ the instances in which youths made visible their bids for rightful presence by seeking shifts in and through their ISL experiences. Drawing on a research practice partnership project in which we co-generated and analyzed data with youths and educator partners, we identify three forms of youths’ bids for rightful presence: reorganizing physical and social representations within learning space, mattering beyond educator imagination, and foregrounding the sociopolitical dimension of learning. We illustrate these findings with three focal youth-initiated moments that emerged in the context of three respective ISL programs. We also elaborate on how educators and peers responded to the bids in ways that brought immediate and consequential shifts in ISL opportunities. We discuss our findings and implications regarding research and practice of justice-oriented pedagogies in and beyond ISL spaces.

Read full abstract
Relevant
Cite IconCite
Chat PDF IconChat PDF
Save
Hands-on Consensus Building: Leveraging Deep Learning Models to Unveil Hand Gestures in Consensus-Building Discourses

From the lens of embodied cognition, hand gestures emerge as vital embodiments facilitating shared meaning-making among learners in collaborative learning. Despite this recognition, the specific role of hand employment in various consensus-building discourses remains elusive, and there is a lack of quantitative evidence of hand employment in authentic classrooms. This study delves into the nuanced application of embodied cognition through hands across distinct consensus-building scenarios—quick, integration-oriented, and conflict-oriented consensus-building discourses. Forty engineering students from a Singapore university collaborated in dyads to solve design problems in a face-to-face computer-supported collaborative learning environment. Their collaboration process was video recorded. A deep learning-based model was applied to quantify students’ hand movement. The different kinds of individual and collaborative hand gestures were analyzed. The results found a significantly larger quantity and more balanced quantity of hand gesture employment during conflict-oriented consensus-building discourse than other consensus-building discourses. Students most often applied depictive gestures and idea alternations to demonstrate their understanding and build on each other’s ideas. This study quantitatively explores how hand gestures contribute to consensus-building in collaborative learning, corroborating existing qualitative research. It suggests that incorporating hand gestures in classrooms may enhance students’ thought processes and foster shared understanding.

Read full abstract
Relevant
Cite IconCite
Chat PDF IconChat PDF
Save