Framing analysis lite: A tool for teacher educators

Andrew Elby; Melissa J. Luna; Amy D. Robertson; Daniel M. Levin; Jennifer Richards

Framing analysis lite: A tool for teacher educators

Andrew Elby, Melissa J. Luna, Amy D. Robertson, Daniel M. Levin, Jennifer Richards

School of Education and Social Policy

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

A teachers' framing of their classroom interactions with students-their sense of “what's going on here”-affects whether they attend and respond to the substance of students' thinking, a central pillar of effective teaching in mathematics and science. Therefore, teacher educators would benefit from knowing how their pre-service teacher interns (aka student teachers) are framing their various classroom interactions. Unfortunately, detailed framing analysis typically relies on Interaction Analysis of video recordings. Teacher educators rarely have the access and time needed to collect and analyze such data. More commonly, teacher educators obtain pre-service teachers' written reflections about their classroom interactions. We argue that a “lite” version of framing analysis allows teacher educators to infer at least a rough sense of how pre-service teachers are framing various classroom episodes, and this rough framing attribution is “instructionally actionable” in that it can inform the teacher educator's next steps with pre-service teachers.

Original language	English (US)
Title of host publication	14th International Conference of the Learning Sciences
Subtitle of host publication	The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings
Editors	Melissa Gresalfi, Ilana Seidel Horn
Publisher	International Society of the Learning Sciences (ISLS)
Pages	2085-2092
Number of pages	8
ISBN (Electronic)	9781732467286
State	Published - 2020
Event	14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States Duration: Jun 19 2020 → Jun 23 2020

Publication series

Name	Computer-Supported Collaborative Learning Conference, CSCL
Volume	4
ISSN (Print)	1573-4552

Conference

Conference	14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Country/Territory	United States
City	Nashville
Period	6/19/20 → 6/23/20

Funding

This work was funded by National Science Foundation awards DRL‐122732 and DRL-1552428. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

ASJC Scopus subject areas

Human-Computer Interaction
Education

Cite this

Elby, A., Luna, M. J., Robertson, A. D., Levin, D. M., & Richards, J. (2020). Framing analysis lite: A tool for teacher educators. In M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (pp. 2085-2092). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 4). International Society of the Learning Sciences (ISLS).

Elby, Andrew ; Luna, Melissa J. ; Robertson, Amy D. et al. / Framing analysis lite : A tool for teacher educators. 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. editor / Melissa Gresalfi ; Ilana Seidel Horn. International Society of the Learning Sciences (ISLS), 2020. pp. 2085-2092 (Computer-Supported Collaborative Learning Conference, CSCL).

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title = "Framing analysis lite: A tool for teacher educators",

abstract = "A teachers' framing of their classroom interactions with students-their sense of “what's going on here”-affects whether they attend and respond to the substance of students' thinking, a central pillar of effective teaching in mathematics and science. Therefore, teacher educators would benefit from knowing how their pre-service teacher interns (aka student teachers) are framing their various classroom interactions. Unfortunately, detailed framing analysis typically relies on Interaction Analysis of video recordings. Teacher educators rarely have the access and time needed to collect and analyze such data. More commonly, teacher educators obtain pre-service teachers' written reflections about their classroom interactions. We argue that a “lite” version of framing analysis allows teacher educators to infer at least a rough sense of how pre-service teachers are framing various classroom episodes, and this rough framing attribution is “instructionally actionable” in that it can inform the teacher educator's next steps with pre-service teachers.",

author = "Andrew Elby and Luna, \{Melissa J.\} and Robertson, \{Amy D.\} and Levin, \{Daniel M.\} and Jennifer Richards",

note = "Funding Information: This work was funded by National Science Foundation awards DRL‐122732 and DRL-1552428. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Publisher Copyright: {\textcopyright} 2020 International Society of the Learning Sciences (ISLS). All rights reserved.; 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 ; Conference date: 19-06-2020 Through 23-06-2020",

year = "2020",

language = "English (US)",

series = "Computer-Supported Collaborative Learning Conference, CSCL",

publisher = "International Society of the Learning Sciences (ISLS)",

pages = "2085--2092",

editor = "Melissa Gresalfi and Horn, \{Ilana Seidel\}",

booktitle = "14th International Conference of the Learning Sciences",

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Elby, A, Luna, MJ, Robertson, AD, Levin, DM & Richards, J 2020, Framing analysis lite: A tool for teacher educators. in M Gresalfi & IS Horn (eds), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. Computer-Supported Collaborative Learning Conference, CSCL, vol. 4, International Society of the Learning Sciences (ISLS), pp. 2085-2092, 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020, Nashville, United States, 6/19/20.

Framing analysis lite: A tool for teacher educators. / Elby, Andrew; Luna, Melissa J.; Robertson, Amy D. et al.
14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. ed. / Melissa Gresalfi; Ilana Seidel Horn. International Society of the Learning Sciences (ISLS), 2020. p. 2085-2092 (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 4).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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T2 - 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020

AU - Elby, Andrew

AU - Luna, Melissa J.

AU - Robertson, Amy D.

AU - Levin, Daniel M.

AU - Richards, Jennifer

N1 - Funding Information: This work was funded by National Science Foundation awards DRL‐122732 and DRL-1552428. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Publisher Copyright: © 2020 International Society of the Learning Sciences (ISLS). All rights reserved.

PY - 2020

Y1 - 2020

N2 - A teachers' framing of their classroom interactions with students-their sense of “what's going on here”-affects whether they attend and respond to the substance of students' thinking, a central pillar of effective teaching in mathematics and science. Therefore, teacher educators would benefit from knowing how their pre-service teacher interns (aka student teachers) are framing their various classroom interactions. Unfortunately, detailed framing analysis typically relies on Interaction Analysis of video recordings. Teacher educators rarely have the access and time needed to collect and analyze such data. More commonly, teacher educators obtain pre-service teachers' written reflections about their classroom interactions. We argue that a “lite” version of framing analysis allows teacher educators to infer at least a rough sense of how pre-service teachers are framing various classroom episodes, and this rough framing attribution is “instructionally actionable” in that it can inform the teacher educator's next steps with pre-service teachers.

AB - A teachers' framing of their classroom interactions with students-their sense of “what's going on here”-affects whether they attend and respond to the substance of students' thinking, a central pillar of effective teaching in mathematics and science. Therefore, teacher educators would benefit from knowing how their pre-service teacher interns (aka student teachers) are framing their various classroom interactions. Unfortunately, detailed framing analysis typically relies on Interaction Analysis of video recordings. Teacher educators rarely have the access and time needed to collect and analyze such data. More commonly, teacher educators obtain pre-service teachers' written reflections about their classroom interactions. We argue that a “lite” version of framing analysis allows teacher educators to infer at least a rough sense of how pre-service teachers are framing various classroom episodes, and this rough framing attribution is “instructionally actionable” in that it can inform the teacher educator's next steps with pre-service teachers.

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M3 - Conference contribution

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ER -

Elby A, Luna MJ, Robertson AD, Levin DM, Richards J. Framing analysis lite: A tool for teacher educators. In Gresalfi M, Horn IS, editors, 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. International Society of the Learning Sciences (ISLS). 2020. p. 2085-2092. (Computer-Supported Collaborative Learning Conference, CSCL).

Framing analysis lite: A tool for teacher educators

Abstract

Publication series

Conference

Funding

ASJC Scopus subject areas

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Cite this