Teachers learning to promote classroom discourse, equity, agency, and engagement

Allison H. Hall, Mitchell J. Nathan, Michael I. Swart, Susan Fitzpatrick, Brent Dolezalek, Richard Correnti, Eben Witherspoon, Lindsay Clare Matsumura, Maggie Walsh, Chris Schunn, Mary Kay Stein, Celeste Nicholas, Jessica McClain, Meredith Park Rogers, Joshua Danish, Lynsey Gibbons, Eve Manz, Annie Wilhelm, Andrea Bien, Sarah Schneider KavanaghEric Siy, Elizabeth Dutro, Hala Ghousseini, Elham Kazemi, Chris D. Griesemer, Aliza Zivic, Kelsey Edwards, Christina Murzynski, J. F.Trey Smith, Jessica L. Alzen, Cynthia Passmore, William R. Penuel, Brian J. Reiser, Susan R. Goldman, Mon Lin Monica Ko, Patricio Herbst, Amanda Milewski, Amy Ogan, Sherice Clarke, Andrea Gomoll, John Zimmerman, Jesus Calvillo, Kris Gutierrez

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This interactive poster session highlights findings from the first two years of the Teachers as Learners initiative, sponsored by the James S. McDonnell Foundation. In 2018, ten research teams were funded to explore cognitive, sociocultural, and systemic dimensions of teachers learning to implement challenging instruction and classroom discourse in service of promoting students' engagement and agency in the intellectual work of subject matter learning. The quintessential question these projects address is how teachers learn what they need to know and be able to do to create such contexts. Cross-cutting themes address contexts of professional learning, reflective practice, and iterative cycles of design, enactment, and re-design.

Original languageEnglish (US)
Title of host publication14th International Conference of the Learning Sciences
Subtitle of host publicationThe Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings
EditorsMelissa Gresalfi, Ilana Seidel Horn
PublisherInternational Society of the Learning Sciences (ISLS)
Pages2151-2158
Number of pages8
ISBN (Electronic)9781732467286
StatePublished - 2020
Event14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States
Duration: Jun 19 2020Jun 23 2020

Publication series

NameComputer-Supported Collaborative Learning Conference, CSCL
Volume4
ISSN (Print)1573-4552

Conference

Conference14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Country/TerritoryUnited States
CityNashville
Period6/19/206/23/20

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Education

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