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 Kavanagh; Eric 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

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 proceeding › Conference 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 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	2151-2158
Number of pages	8
ISBN (Electronic)	9781732467286
State	Published - 2020
Externally published	Yes
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

ASJC Scopus subject areas

Human-Computer Interaction
Education

Library availability

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Hall, A. H., Nathan, M. J., Swart, M. I., Fitzpatrick, S., Dolezalek, B., Correnti, R., Witherspoon, E., Matsumura, L. C., Walsh, M., Schunn, C., Stein, M. K., Nicholas, C., McClain, J., Rogers, M. P., Danish, J., Gibbons, L., Manz, E., Wilhelm, A., Bien, A., ... Gutierrez, K. (2020). Teachers learning to promote classroom discourse, equity, agency, and engagement. 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. 2151-2158). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 4). International Society of the Learning Sciences (ISLS).

Teachers learning to promote classroom discourse, equity, agency, and engagement. / Hall, Allison H.; Nathan, Mitchell J.; Swart, Michael I. 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. 2151-2158 (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 4).

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

Hall, AH, Nathan, MJ, Swart, MI, Fitzpatrick, S, Dolezalek, B, Correnti, R, Witherspoon, E, Matsumura, LC, Walsh, M, Schunn, C, Stein, MK, Nicholas, C, McClain, J, Rogers, MP, Danish, J, Gibbons, L, Manz, E, Wilhelm, A, Bien, A, Kavanagh, SS, Siy, E, Dutro, E, Ghousseini, H, Kazemi, E, Griesemer, CD, Zivic, A, Edwards, K, Murzynski, C, Smith, JFT, Alzen, JL, Passmore, C, Penuel, WR, Reiser, BJ, Goldman, SR, Ko, MLM, Herbst, P, Milewski, A, Ogan, A, Clarke, S, Gomoll, A, Zimmerman, J, Calvillo, J & Gutierrez, K 2020, Teachers learning to promote classroom discourse, equity, agency, and engagement. 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. 2151-2158, 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020, Nashville, United States, 6/19/20.

Hall AH, Nathan MJ, Swart MI, Fitzpatrick S, Dolezalek B, Correnti R et al. Teachers learning to promote classroom discourse, equity, agency, and engagement. 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. 2151-2158. (Computer-Supported Collaborative Learning Conference, CSCL).

Hall, Allison H. ; Nathan, Mitchell J. ; Swart, Michael I. et al. / Teachers learning to promote classroom discourse, equity, agency, and engagement. 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. 2151-2158 (Computer-Supported Collaborative Learning Conference, CSCL).

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title = "Teachers learning to promote classroom discourse, equity, agency, and engagement",

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.",

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note = "This symposium and all its contributors would like to thank the James S. McDonnell Foundation for its funding and support of the Teachers As Learners program.; 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 ; Conference date: 19-06-2020 Through 23-06-2020",

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AU - Kazemi, Elham

AU - Griesemer, Chris D.

AU - Zivic, Aliza

AU - Edwards, Kelsey

AU - Murzynski, Christina

AU - Smith, J. F.Trey

AU - Alzen, Jessica L.

AU - Passmore, Cynthia

AU - Penuel, William R.

AU - Reiser, Brian J.

AU - Goldman, Susan R.

AU - Ko, Mon Lin Monica

AU - Herbst, Patricio

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AU - Clarke, Sherice

AU - Gomoll, Andrea

AU - Zimmerman, John

AU - Calvillo, Jesus

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AB - 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.

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ER -

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

Abstract

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Conference

ASJC Scopus subject areas

Library availability

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