Classroom Practice

Unpacking Teachers’ Orientations Toward a Knowledge Generation Approach: Do We Need to Go Beyond Epistemology?

This study aimed to assess the effectiveness of a professional development program rooted in knowledge generation theory. Specifically, it sought to examine the changes in teachers' three orientations following the completion of the first-year workshop, and how these changes impacted their classroom implementation. This investigation takes the form of a multiple-case study of twelve K-5 teachers. Data were collected through semi-structured interviews and classroom observations.

Author/Presenter

Ercin Sahin

Jee Kyung Suh

Brian Hand

Gavin Fulmer

Lead Organization(s)
Year
2023
Short Description

This study aimed to assess the effectiveness of a professional development program rooted in knowledge generation theory. Specifically, it sought to examine the changes in teachers' three orientations following the completion of the first-year workshop, and how these changes impacted their classroom implementation.

How Do On-Site Teacher Educators Approach Professional Development? A Study of Insider/Outsider Hybridity

In-service professional development is important for improving teaching. However, little research has examined how the roles, beliefs, and backgrounds of the individuals providing professional development can best be leveraged to create effective professional development programmes. A particularly understudied group are community-based On-Site Teacher Educators (OSTEs) who can serve as the bridge between university-based faculty and school employees. OSTEs are aware of the realities of classroom spaces, yet work outside of them, giving them a hybrid capacity to support teacher learning.

Author/Presenter

Catherine Lammerta

Eric Antwi Akuoko

Jee Kyung Suh

Brian Hand

Gavin Fulmer

Lead Organization(s)
Year
2023
Short Description

In-service professional development is important for improving teaching. However, little research has examined how the roles, beliefs, and backgrounds of the individuals providing professional development can best be leveraged to create effective professional development programmes. A particularly understudied group are community-based On-Site Teacher Educators (OSTEs) who can serve as the bridge between university-based faculty and school employees. In this exploratory qualitative multiple case study, the perspectives and practices of three OSTEs are examined as they supported elementary science teachers (n = 119) in multi-year professional development.

Examining Teacher Transition Pathways Towards Knowledge Generation Environments

National standards that centre on the underpinning epistemic practices of the discipline has emphasised the need for teachers to focus much more on knowledge generation approaches to learning. Adopting a complexity perspective, we attempt to understand how teachers shift over time by examining their epistemic orientation to knowledge generation and their understanding of the nature of the epistemic tools of language, dialogue and argument that underpin these environments.

Author/Presenter

Brian Hand

Gavin Fulmer

Jee Kyung Suh

Lead Organization(s)
Year
2023
Short Description

Adopting a complexity perspective, we attempt to understand how teachers shift over time by examining their epistemic orientation to knowledge generation and their understanding of the nature of the epistemic tools of language, dialogue and argument that underpin these environments.

Characterizing Adaptive Expertise: Teacher Profiles Based on Epistemic Orientation and Knowledge of Epistemic Tools

With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental teaching capacity observable through a teacher's ability to utilize various resources to address the epistemic complexity of knowledge generation practices. The analysis and discussions centered on how teachers develop and utilize epistemic orientation and understandings of epistemic tools for adaptive teaching, making this study distinct from previous research on AdTex.

Author/Presenter

Jee K. Suh

Brian Hand

Jale E. Dursun

Catherine Lammert

Gavin Fulmer

Lead Organization(s)
Year
2023
Short Description

With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental teaching capacity observable through a teacher's ability to utilize various resources to address the epistemic complexity of knowledge generation practices. The study shows a new way to create systematic profiles of AdTex based on the multiple qualitative data sources, including vignettes, interviews, and reflections collected through a multiple-case study with 24 teachers.

Anchoring Phenomena and Summary Writing Working Together to Improve Student Learning

Abstract concepts, such as gravity, may provide the perfect opportunity to bring phenomena into the classroom. As a knowledge generation strategy, summarizing can foster that opportunity. Using phenomena and summary writing together might help student learning since it requires making connections between their ideas and words to explain the natural phenomena. This article describes how anchoring phenomena and summary writing were integrated into a cohesive unit by using five generative activities that include different language and epistemic practices.

Author/Presenter

Allison Hart Richards

Jale Ercan-Dursun

Jee Kyung Suh

Brian Hand

Gavin Fulmer

Lead Organization(s)
Year
2023
Short Description

Abstract concepts, such as gravity, may provide the perfect opportunity to bring phenomena into the classroom. Using phenomena and summary writing together might help student learning since it requires making connections between their ideas and words to explain the natural phenomena. This article describes how anchoring phenomena and summary writing were integrated into a cohesive unit by using five generative activities that include different language and epistemic practices.

Justice-Centered Ambitious Science Teaching Framework

Framework to organize foothold practices for centering justice in science education.

Author/Presenter

COVID Connects Us Project Team

Lead Organization(s)
Year
2023
Short Description

Framework to organize foothold practices for centering justice in science education.

The Role of Whole-Class Conversations in Supporting Early Elementary Students’ Engineering Design Sense-Making

We consider how intentionally planned and facilitated whole-class conversations can “make space” for students’ sense-making about engineering problems and solutions and position them with epistemic authority to contribute to collective thinking. We conducted a case study on a first-grade engineering lesson that included whole-class Idea Generation and Design Synthesis Talks. We found students sense-making as they refined their design proposals and analyses in light of classmates’ contributions to the whole-class conversations.

Author/Presenter

Kristen Wendell

Chelsea Andrews

Jessica Watkins

Molly Malinowski

Year
2023
Short Description

We consider how intentionally planned and facilitated whole-class conversations can “make space” for students’ sense-making about engineering problems and solutions and position them with epistemic authority to contribute to collective thinking.

The Role of Whole-Class Conversations in Supporting Early Elementary Students’ Engineering Design Sense-Making

We consider how intentionally planned and facilitated whole-class conversations can “make space” for students’ sense-making about engineering problems and solutions and position them with epistemic authority to contribute to collective thinking. We conducted a case study on a first-grade engineering lesson that included whole-class Idea Generation and Design Synthesis Talks. We found students sense-making as they refined their design proposals and analyses in light of classmates’ contributions to the whole-class conversations.

Author/Presenter

Kristen Wendell

Chelsea Andrews

Jessica Watkins

Molly Malinowski

Year
2023
Short Description

We consider how intentionally planned and facilitated whole-class conversations can “make space” for students’ sense-making about engineering problems and solutions and position them with epistemic authority to contribute to collective thinking.

Design Talks: Fostering Whole-Class Conversations During Engineering Design Units

Teacher-facilitated whole-class conversations can help elementary students apply the full power of the NGSS science and engineering practices to an engineering design process. In this article we describe and provide examples for five kinds of Design Talks. Each type of Design Talk centers on a different framing question and is facilitated by specific prompts that help students voice their ideas and make connections to others' ideas.

Author/Presenter
Kristen Wendell

Jessica Watkins

Chelsea Andrews

Tyrine Pangan

Natalie De Lucca

Vera Gor

Molly Malinowski

Naina Sood Fox

Rae Woodcock

Year
2024
Short Description

Teacher-facilitated whole-class conversations can help elementary students apply the full power of the NGSS science and engineering practices to an engineering design process. In this article we describe and provide examples for five kinds of Design Talks. Each type of Design Talk centers on a different framing question and is facilitated by specific prompts that help students voice their ideas and make connections to others' ideas.

Design Talks: Fostering Whole-Class Conversations During Engineering Design Units

Teacher-facilitated whole-class conversations can help elementary students apply the full power of the NGSS science and engineering practices to an engineering design process. In this article we describe and provide examples for five kinds of Design Talks. Each type of Design Talk centers on a different framing question and is facilitated by specific prompts that help students voice their ideas and make connections to others' ideas.

Author/Presenter
Kristen Wendell

Jessica Watkins

Chelsea Andrews

Tyrine Pangan

Natalie De Lucca

Vera Gor

Molly Malinowski

Naina Sood Fox

Rae Woodcock

Year
2024
Short Description

Teacher-facilitated whole-class conversations can help elementary students apply the full power of the NGSS science and engineering practices to an engineering design process. In this article we describe and provide examples for five kinds of Design Talks. Each type of Design Talk centers on a different framing question and is facilitated by specific prompts that help students voice their ideas and make connections to others' ideas.