Teacher Learning in Changing Contexts: Perspectives from the Learning Sciences

Cover
Half Title
Series Information
Title Page
Copyright Page
Table of Contents
Acknowledgments
Contributors
Teacher Learning in Changing Contexts: Introduction
	Part I: Designing Opportunities for Teacher Learning
	Part II: Teacher Learning Through Co-Design
	Part III: Teachers Embedded in Larger Systems
	References
Part I Designing Opportunities for Teacher Learning
	1 Engaging Teachers in Dialogic Discourse Practices: Challenges, Effective PD Approaches, and Teachers’ Individual Development
		Engaging Teachers in Dialogic Discourse Practices: Challenges, Effective PD Approaches and Teachers’ Individual Development
		What Are Key Features of Dialogic Discourse?
		Designing Effective PD Approaches to Foster Teachers’ Dialogic Discourse Practice
			Transforming Authoritative Discourse Patterns Through Open Questioning and Productive Follow-Ups
			Situating Teacher Learning and Reflection in Everyday Teaching Practice
				The Dialogic Video Cycle (DVC)
				The Dialogic Instructional Program (DIP)
		Evaluating the Impact of the DIALOGUE Study: Changes in Teachers’ Discourse Practice and Effects On Student Learning
			Summary of Findings From DIALOGUE I
			Findings From DIALOGUE II: Investigating Teachers’ Individual Development During PD
				Sample and Study Design
				Rating the Quality of Teachers’ Discourse Practice
				Predicting Teachers’ Individual Changes in PD Based On Their Starting Conditions
				Changes in Students’ Learning With Regard to Teachers’ Individual Change
		Challenges and Recommendations
		Acknowledgements
		References
	2 Teachers Learning to Implement Student Collaboration: The Role of Data Analytics Tools
		Teachers Learning to Implement Student Collaboration: The Role of Data Analytics Tools
			Teachers Learning to Monitor Student Collaboration
				Data Analytics Tools as Modeling Tool
				Data Analytics Tools for Providing Overview
			Teachers Learning Through Inquiry Into Their Practice (Teaching Analytics)
			Discussion
		References
	3 Anchoring Science Professional Learning in Curriculum Materials Enactment: Illustrating Theories in Practice to Support ...
		Anchoring Science Professional Learning in Curriculum Materials Enactment: Illustrating Theories in Practice to Support ...
		Supporting a Classroom Culture of Figuring Out for All Students
		Embedding Professional Learning in the Context of Curriculum Enactment
		Design Principles for Curriculum-Based Professional Learning
		Illustrating Principles in the Design of OpenSciEd Professional Development
			Design Principle 1: Student Perspective
			Design Principle 2: Images of Classroom Instruction
			Design Principle 3: Contrasting Curricular Cases
		Teachers’ Experiences With OpenSciEd Professional Learning
			Design Principle 4: Cycles of Enactment
		Discussion
		References
	4 Professional Development for STEM Integration: Analyzing Bioinformatics Teaching By Examining Teachers’ Qualities of ...
		Theoretical Considerations
			Supporting Teachers On STEM Integration
			Bioinformatics as a Case of STEM-Integrated Curricula
			High-Quality PD Experiences and Adaptive Expertise
		Methods
			Context
			Population
			Data Sources
			Data Analysis
		Results
			Lower Levels of Flexibility and Deep-Level Understanding in Teachers’ Adaptive Expertise
			Challenges in Implementing Project Activities
		Discussion
		Acknowledgements
		References
Part II Teacher Learning Through Co-Design
	5 Learning By Design: Nourishing Expertise and Interventions
		Introduction
			Purpose
			Teacher–Researcher Collaboration
		Theoretical Framework
			The Zone of Proximal Implementation (ZPI)
			Interventions Within the ZPI
			Teacher Expertise For and Through Design
		About This Research
			Guiding Question
			The Rationale Behind PictoPal
			What Teachers Designed and Implemented
			Nine Studies Offering Insights About Teacher Learning By Design
		Results of the Retrospective Analysis
			Learning By Design: Nourishing Expertise
				Feasibility
				Participation
				Talk
			Learning By Design: Nourishing (Understanding Of) Interventions
				Value-added
				Clear
				Compatible
				Tolerant
		Conclusion
			Revisiting the Guiding Question
			Discussion
				The Role of Pedagogical Beliefs and Values of Teachers in Design and Implementation
				Ownership and (Teacher Learning About) Technology Integration
				How Teachers Approach and Learn From Collaborative Design
				Support Required By Teacher Design Teams for Learning to Flourish
			Future Research
			In Closing
		Acknowledgements
		Statements
		References
	6 Co-Design as an Interactive Context for Teacher Learning
		Co-Design as a Context for Teacher Learning
		Co-design in Project READI: A Context for Teacher Learning
			Design Space
			Implementation Space
		Cases of Teacher Learning: Science and Literature
			Case 1: Tracing Learning of a Middle School Science Teacher
				Three Dimensions of Teacher Learning
				Summary
			Case 2: From Reading Literature to Literary Interpretation
				Tracing Teacher Learning
				A Design Architecture for Adolescents’ Literary Reasoning
				Reflecting On Enacting the Nine-Week Module: Three Problems of Practice
				Summary
		Discussion
		References
	7 Teacher–Researcher Collaborative Inquiry in Mathematics Teaching Practices: Learning to Promote Student Discourse
		Teacher–researcher Collaborative Inquiry in Mathematics Teaching Practices: Learning to Promote Student Discourse
		Background
		Theoretical Framework
			Interactions as a Site for Learning
			Reflection as a Tool for Learning
			Cycles of Inquiry as a Process for Learning
		Methods
			Participants
			Context of the Case Study
			Context of Teacher Learning: The Inquiry-Cycle Process
			Data Analysis
			Data Analytic Methods
		Findings
			Fall of Year 1: Text- and Teacher-Centered Lesson
			Fall of Year 2: Student Agency Emerging
			Winter of Year 2: Students as Agents of Their Own Learning
			Summary and Reflections On Crystal’s Learning
		Discussion
		Note
		Acknowledgments
		References
	8 The Role of Teacher Beliefs, Goals, Knowledge, and Practices in Co-Designing Computer Science Education Curricula
		Acknowledgements
		Teacher Participation and Learning in the Codesign of Elementary Computer Science Curriculum
			The Equity Challenge
			The Challenge of Teacher Professional Learning in CS
			Codesign: Leveraging Teachers’ Assets in Computer Science Education
			Analytic Focus: Making Teacher Assets Visible in Codesign and CS Lessons
		Methods
			RPP Background and Design Objectives
			Methodological Commitments
			Participants and Roles
			Design Processes and Data Collection
			Data Analysis
		Findings
			Overview of Findings
			Shifts in Jill’s CS Education Practices: Design and Implementation Outcomes
			Teacher, Beliefs, Goals, Knowledge, and Practices in CS Education Codesign
				Beliefs and Goals About Equity in CS Education
				Pedagogical Practices and Knowledge
			Approaches to Professional Learning
		Discussion and Implications
		References
	9 Teacher–Researcher Co-Design Teams: Teachers as Intellectual Partners in Design
		Theoretical Framework
			Teachers as Transformative Intellectuals
			Teacher Professional Development
			Teachers as Designers
		The Present Study
			A Co-Design Teacher Professional Development Program
			The PARRISE TPD Program
		Methodology
			Participants
			Instructional Context
				Adopting a Hybrid Co-Design Approach
				Structure of the Co-Design TPD
				Teachers as “Learners”
				Teachers as “Designers”
				Teachers as “Innovators”
				Teachers as “Reflective Practitioners”
			Data Collection
				Teachers’ Professional Needs
				Co-design Discussion Themes
				SWOT Analysis of Teachers’ Co-Designed Modules
				In-depth Individual Interviews
			Data Analysis
		Findings
			Becoming Intellectual Partners in Design
				Theme 1: Connecting Theory and Practice -Reunification of “Making” and “Doing”
				Theme 2: The Development of a Learning Design Community
				Theme 3: Alignment of TPD Goals With Teachers’ Needs
		Discussion
		Author Note
		References
	10 Engaging Teachers in a DBIR Community to Develop ICT-Enabled Problem-Solving Skills
		Introduction
		Collaborative Problem Solving Skills
		Research Practice Partnerships (RPPs)
		DBIR
		Scenario Based Design in Solving Complex Problems
		Methodology
		Participants From DBIR Community
			SBD Process
			Design and Procedure
				Stage 1: Driving Question
				Stage 2: Interview Conversations
				Stage 3: Analysis
				Stage 4: Two Most Uncertain Drivers
				Stage 5: Plotlines
				Stage 6: Stories
				Stage 7: Application
			Measures
			Online Collaboration Platform and ICT Tools
			Data Collection and Analysis
		Findings
			Teachers’ Problem-Solving Skills
			Teachers’ CPS Behaviors in SBD Process
		Discussion
		Conclusion
		References
Part III Teachers Embedded in Larger Systems
	11 Design-Based Implementation Research as an Approach to Studying Teacher Learning in Research-Practice Partnerships ...
		From Studying and Supporting Teacher Learning to Expansive Learning: The Dynamics of Learning in Research-Practice ...
		The Theories We Use and the Ones We Need to Study Teacher Learning
			Theorizing Teaching and Its Improvement as Principled Adaptation and Improvisation
			Expanding the Context of Teacher Learning Beyond the Classroom
			Bringing Theory and Practice Across Levels Together
			Research and Development to Test and Refine New Theories of Learning in Context
			The Scaled Impact Project: Studying How Teachers Make Sense Of, Adapt To, and Challenge Policies
			The SEFA Project: Joint Inquiry to Investigate How to Promote Equitable Participation in Class
			Infrastructuring Assessment Project: A Series of Initiatives and Studies Focused On Changing District-Level Assessment ...
		Possibilities and Necessary Expansions of DBIR for Studying Teacher Learning
		References
	12 Design for Multilevel Connected Learning in Pedagogical Innovation Networks
		Introduction
		Multilevel Connected Learning for Scalable Educational Innovations
		The MultiLevel MultiScale (MLMS) Model of Connected Learning
			Architecture for Learning as the Object of MLMS Interaction Analysis and Design for Infrastructuring
		The Research Context
			Design of the Network Architectures for Learning
			Supporting Teacher Learning for SDL-STEM Innovations
			Fostering Leadership Capacity at School and Network Levels
			Case Selection and Data Sources
			Learning Journey of Teachers and School Leaders in School A
		The Evolving Within-School Architecture for Learning in School A
		Co-evolution of School A Teachers’ SDL-STEM Practices With the Within-School and Network-Designed Architectures for Learning
		Discussions
		References
	13 Teachers’ Expansive Framing in School-Based Citizen Science Partnerships
		Introduction
		Initiating Multi-Sector Partnerships in School-Based Citizen Science
			Involving Teachers in School-Based Citizen Science Partnerships
			School-Based Citizen Science as an Arena for Design-Based Implementation Research
			Boundary Crossing
			Research Aims and Objectives
		Methods
			Data Collection and Analysis
		Findings
			First Iteration Findings (Case Study A)
				Identification
				Coordination
				Reflection
				Revisions Made for the Second Iteration’s Design
			Second Iteration Findings (Case Studies B and C)
				Expansive Framing Leading to a Growing Sense of Meaning
				Productive Agency to Initiate New Citizen Science Projects
		Conclusions
			To Realize the Potential of MECS for Teacher Professional Development, Scientists Should Be Fully Involved in All Boundary ...
			Teachers’ Participation in MECS Affords Opportunities for Expansive Framing and Productive Agency
			Implications and Future Directions
		Acknowledgements
		References
Commentary
	Interacting and Intersecting Contexts of Teacher Learning: Next Steps for Learning Sciences Research
		Cross-cutting Themes
		Challenge 1: Creating Infrastructures to Support and Sustain Teacher Learning
		Challenge 2: Supporting Adaptive Teaching Through Lifelong Professional Learning
		Challenge 3: Repositioning Teachers and Researchers in Educational Improvement Research
		References
Index