Pub Date : 2022-12-19DOI: 10.1080/07370008.2022.2137166
Mallika Scott, T. Philip
Abstract Attending to student sense-making and enacting asset-based approaches to mathematics teaching are becoming a more central focus of mathematics teacher education. Less attention, however, has been given to supporting early career mathematics teachers with the everyday challenges of attempting to bring this vision into the classroom while teaching within deficit-oriented systems of schooling. This article builds on the concept of educational dignity offered by Espinoza and Vossoughi to investigate how to support beginning teachers to counter dominant deficit discourse by honoring the dignity of young people as mathematical sense-makers. We analyze a co-designed teacher learning community in which a group of first-year teachers and a teacher educator used their own experiences with mathematics as a resource to connect with young people in the human experience of learning mathematics. We show how connecting with young people as mathematical learners fostered generative new understandings of mathematical content and deep engagement with children’s dignity as mathematical learners. This research has implications for the design and study of approaches to supporting the disciplinary work of teaching in ways that more fully respect the humanity and potential of young people.
{"title":"“We Ask So Much of These Tiny Humans”: Supporting Beginning Teachers to Honor the Dignity of Young People as Mathematical Learners","authors":"Mallika Scott, T. Philip","doi":"10.1080/07370008.2022.2137166","DOIUrl":"https://doi.org/10.1080/07370008.2022.2137166","url":null,"abstract":"Abstract Attending to student sense-making and enacting asset-based approaches to mathematics teaching are becoming a more central focus of mathematics teacher education. Less attention, however, has been given to supporting early career mathematics teachers with the everyday challenges of attempting to bring this vision into the classroom while teaching within deficit-oriented systems of schooling. This article builds on the concept of educational dignity offered by Espinoza and Vossoughi to investigate how to support beginning teachers to counter dominant deficit discourse by honoring the dignity of young people as mathematical sense-makers. We analyze a co-designed teacher learning community in which a group of first-year teachers and a teacher educator used their own experiences with mathematics as a resource to connect with young people in the human experience of learning mathematics. We show how connecting with young people as mathematical learners fostered generative new understandings of mathematical content and deep engagement with children’s dignity as mathematical learners. This research has implications for the design and study of approaches to supporting the disciplinary work of teaching in ways that more fully respect the humanity and potential of young people.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"41 1","pages":"291 - 315"},"PeriodicalIF":3.3,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48527075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-16DOI: 10.1080/07370008.2022.2129641
N. Johnson, M. Franke, N. Webb, Marsha Ing, Eric Burnheimer, Joy Zimmerman
Abstract Understanding how learning environments productively mobilize children’s ideas as resources for participation in joint activity is an ongoing focus of research on classroom instruction. We investigated whole-class mathematics conversations in which multiple students participated in ways previous research suggests are consequential for learning. We found that in such conversations, students rarely presented the entirety of their solutions before other students engaged. Rather, incomplete explanations and written representations that emerged over time created entry points for other students to contribute in mathematically substantive ways. These aspects of student participation operated in combination with teachers’ in-the-moment responses to create opportunities for, and publicly recognize, different kinds of contributions as resources for collective work. Our findings suggest that, rather than challenges to communication that must be overcome, students’ vague, unfinished, and ambiguous ideas present productive contributions that can be leveraged to support collective mathematical work.
{"title":"“What Do You Think She’s Going to Do Next?” Irresolution and Ambiguity as Resources for Collective Engagement","authors":"N. Johnson, M. Franke, N. Webb, Marsha Ing, Eric Burnheimer, Joy Zimmerman","doi":"10.1080/07370008.2022.2129641","DOIUrl":"https://doi.org/10.1080/07370008.2022.2129641","url":null,"abstract":"Abstract Understanding how learning environments productively mobilize children’s ideas as resources for participation in joint activity is an ongoing focus of research on classroom instruction. We investigated whole-class mathematics conversations in which multiple students participated in ways previous research suggests are consequential for learning. We found that in such conversations, students rarely presented the entirety of their solutions before other students engaged. Rather, incomplete explanations and written representations that emerged over time created entry points for other students to contribute in mathematically substantive ways. These aspects of student participation operated in combination with teachers’ in-the-moment responses to create opportunities for, and publicly recognize, different kinds of contributions as resources for collective work. Our findings suggest that, rather than challenges to communication that must be overcome, students’ vague, unfinished, and ambiguous ideas present productive contributions that can be leveraged to support collective mathematical work.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"41 1","pages":"348 - 380"},"PeriodicalIF":3.3,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42380939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.1080/07370008.2022.2140807
Pei Pei Liu, Dave McKinney, Alexandra A. Lee, Jennifer A. Schmidt, G. Marchand, Lisa Linnenbrink-Garcia
Abstract Mastery goal structures, which communicate value for developing deeper understanding, are an important classroom support for student motivation and engagement, especially in the context of science learning aligned with the Next Generation Science Standards. Prior research has identified key dimensions of goal structures, but a more nuanced examination of the variability of teacher-enacted and student-perceived goal structures within and across classrooms is needed. Using a concurrent mixed-methods approach, we developed case studies of how three 7th-grade science teachers enacted different goal structures while teaching the same chemistry unit and how their students perceived these goal structures. Student perceptions were largely consistent with our observational analysis and suggested that a positive social climate and autonomy support are important elements of mastery goal structure. However, balancing socio-emotional support with sufficient academic rigor may be especially important for students with high levels of mastery goal orientation and self-efficacy in science. Implications for research include the need for further research linking classroom stimuli to variability in perceived goal structure, especially across students with different motivational characteristics. Implications for practice include strategies for science teachers to promote perceptions of a mastery goal focus in students, particularly through feedback and recognition practices.
{"title":"A Mixed-Methods Exploration of Mastery Goal Support in 7th-Grade Science Classrooms","authors":"Pei Pei Liu, Dave McKinney, Alexandra A. Lee, Jennifer A. Schmidt, G. Marchand, Lisa Linnenbrink-Garcia","doi":"10.1080/07370008.2022.2140807","DOIUrl":"https://doi.org/10.1080/07370008.2022.2140807","url":null,"abstract":"Abstract Mastery goal structures, which communicate value for developing deeper understanding, are an important classroom support for student motivation and engagement, especially in the context of science learning aligned with the Next Generation Science Standards. Prior research has identified key dimensions of goal structures, but a more nuanced examination of the variability of teacher-enacted and student-perceived goal structures within and across classrooms is needed. Using a concurrent mixed-methods approach, we developed case studies of how three 7th-grade science teachers enacted different goal structures while teaching the same chemistry unit and how their students perceived these goal structures. Student perceptions were largely consistent with our observational analysis and suggested that a positive social climate and autonomy support are important elements of mastery goal structure. However, balancing socio-emotional support with sufficient academic rigor may be especially important for students with high levels of mastery goal orientation and self-efficacy in science. Implications for research include the need for further research linking classroom stimuli to variability in perceived goal structure, especially across students with different motivational characteristics. Implications for practice include strategies for science teachers to promote perceptions of a mastery goal focus in students, particularly through feedback and recognition practices.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"41 1","pages":"201 - 247"},"PeriodicalIF":3.3,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49181969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/07370008.2022.2129639
Stephanie Hladik, P. Sengupta, Marie‐Claire Shanahan
Abstract In this paper, we emphasize the importance of looking beyond technology itself and including interactional and experiential elements in our research gaze in informal computing education in science museums. We argue that, in these contexts, facilitation can be understood as design work that is both complex and challenging. We identify how focusing on infrastructuring—the process by which an exhibit’s support systems emerge, shift, and are sustained in practice—can help develop a richer understanding of the complexity of this work. In this study, we examine facilitators’ experiences of facilitating and supporting a computational exhibit in a science museum. We identify how facilitators’ expertise, roles, and responsibilities shape their facilitation work. Through analysis of video-recorded interactions at the exhibit and interviews with facilitators, we showcase how facilitators’ in-the-moment design moves addressed breakdowns of the exhibit’s infrastructure. These design moves emerged from the complex interaction of each facilitator’s epistemological views of computing and museum education, values, past experiences, and disciplinary background, as well as the museum culture and other institutional constraints. This analysis represents an important challenge to technocentric stances in informal computing education with implications for informal educators and managers, as well as designers and design researchers more broadly.
{"title":"Museum Facilitator Practice as Infrastructure Design Work for Public Computing","authors":"Stephanie Hladik, P. Sengupta, Marie‐Claire Shanahan","doi":"10.1080/07370008.2022.2129639","DOIUrl":"https://doi.org/10.1080/07370008.2022.2129639","url":null,"abstract":"Abstract In this paper, we emphasize the importance of looking beyond technology itself and including interactional and experiential elements in our research gaze in informal computing education in science museums. We argue that, in these contexts, facilitation can be understood as design work that is both complex and challenging. We identify how focusing on infrastructuring—the process by which an exhibit’s support systems emerge, shift, and are sustained in practice—can help develop a richer understanding of the complexity of this work. In this study, we examine facilitators’ experiences of facilitating and supporting a computational exhibit in a science museum. We identify how facilitators’ expertise, roles, and responsibilities shape their facilitation work. Through analysis of video-recorded interactions at the exhibit and interviews with facilitators, we showcase how facilitators’ in-the-moment design moves addressed breakdowns of the exhibit’s infrastructure. These design moves emerged from the complex interaction of each facilitator’s epistemological views of computing and museum education, values, past experiences, and disciplinary background, as well as the museum culture and other institutional constraints. This analysis represents an important challenge to technocentric stances in informal computing education with implications for informal educators and managers, as well as designers and design researchers more broadly.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"41 1","pages":"248 - 289"},"PeriodicalIF":3.3,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44260004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-14DOI: 10.1080/07370008.2022.2129636
Mary A. Ochieng, Laura R. Van Zoest
Abstract Concerns about the disconnect between what goes on in teacher preparation programs and school classrooms have led to a greater emphasis on opportunities for preservice teachers to engage in the practice of teaching during their teacher education programs. Pedagogies of enactment have been shown to provide opportunities for preservice teachers to enact teaching practices and to learn from that enactment. However, little is known about how preservice teachers learn from pedagogies of enactment. This study examines how preservice teachers learn through the implementation of a pedagogy of enactment, the Bellringer Sequence, in the context of a middle school mathematics methods course. The results of the study show that preservice teacher learning takes place through rich generative conversation centered on preservice teachers’ contributions and collaboratively negotiated interactions with those contributions. The study identified communication that prompted learning (learning prompts), 16 speech events that characterized conversation in the learning prompts, and three stages of learning in the learning prompts—Initiation, Precisification, and Equilibration. The study provides insight into how preservice teacher learning can be supported through intentional use of pedagogies of enactment.
{"title":"How Preservice Teachers Learn through a Pedagogy of Enactment in a Middle School Mathematics Methods Course","authors":"Mary A. Ochieng, Laura R. Van Zoest","doi":"10.1080/07370008.2022.2129636","DOIUrl":"https://doi.org/10.1080/07370008.2022.2129636","url":null,"abstract":"Abstract Concerns about the disconnect between what goes on in teacher preparation programs and school classrooms have led to a greater emphasis on opportunities for preservice teachers to engage in the practice of teaching during their teacher education programs. Pedagogies of enactment have been shown to provide opportunities for preservice teachers to enact teaching practices and to learn from that enactment. However, little is known about how preservice teachers learn from pedagogies of enactment. This study examines how preservice teachers learn through the implementation of a pedagogy of enactment, the Bellringer Sequence, in the context of a middle school mathematics methods course. The results of the study show that preservice teacher learning takes place through rich generative conversation centered on preservice teachers’ contributions and collaboratively negotiated interactions with those contributions. The study identified communication that prompted learning (learning prompts), 16 speech events that characterized conversation in the learning prompts, and three stages of learning in the learning prompts—Initiation, Precisification, and Equilibration. The study provides insight into how preservice teacher learning can be supported through intentional use of pedagogies of enactment.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"41 1","pages":"316 - 347"},"PeriodicalIF":3.3,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44434709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-14DOI: 10.1080/07370008.2022.2118279
David DeLiema, Yejin Angela Kwon, A. Chisholm, Immanuel Williams, M. Dahn, Virginia J. Flood, Dor Abrahamson, Francis F. Steen
Abstract When teachers, researchers, and students describe productively responding to moments of failure in the learning process, what might this mean? Blending prior theoretical and empirical research on the relationship between failure and learning, and empirical results from four data sets that are part of a larger design-based research project, we investigate the heterogeneous processes teachers and students value and pursue following moments in which computer bugs thwart their immediate progress on an activity. These include: (1) resolving moments of failure; (2) avoiding recurring failures; (3) preparing for novel failures; (4) engaging with authority; and (5) calibrating confidence/efficacy. We investigate these processes taking into account the personal, social, and material context in which students and teachers collaborate when encountering broken computer programs, in addition to teachers’ planning efforts and the community’s reflections on past debugging experiences. We argue that moments of failure are not simply occasions for seeking resolutions. They are points of departure for decisions about how and what to foreground and interleave among a range of valued processes. Overall, this study aims to support research on the heterogeneous processes that shape how students new to a discipline such as computer programming respond to getting stuck.
{"title":"A Multi-dimensional Framework for Documenting Students’ Heterogeneous Experiences with Programming Bugs","authors":"David DeLiema, Yejin Angela Kwon, A. Chisholm, Immanuel Williams, M. Dahn, Virginia J. Flood, Dor Abrahamson, Francis F. Steen","doi":"10.1080/07370008.2022.2118279","DOIUrl":"https://doi.org/10.1080/07370008.2022.2118279","url":null,"abstract":"Abstract When teachers, researchers, and students describe productively responding to moments of failure in the learning process, what might this mean? Blending prior theoretical and empirical research on the relationship between failure and learning, and empirical results from four data sets that are part of a larger design-based research project, we investigate the heterogeneous processes teachers and students value and pursue following moments in which computer bugs thwart their immediate progress on an activity. These include: (1) resolving moments of failure; (2) avoiding recurring failures; (3) preparing for novel failures; (4) engaging with authority; and (5) calibrating confidence/efficacy. We investigate these processes taking into account the personal, social, and material context in which students and teachers collaborate when encountering broken computer programs, in addition to teachers’ planning efforts and the community’s reflections on past debugging experiences. We argue that moments of failure are not simply occasions for seeking resolutions. They are points of departure for decisions about how and what to foreground and interleave among a range of valued processes. Overall, this study aims to support research on the heterogeneous processes that shape how students new to a discipline such as computer programming respond to getting stuck.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"41 1","pages":"158 - 200"},"PeriodicalIF":3.3,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42729279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-22DOI: 10.1080/07370008.2022.2111431
Ashlyn E. Pierson, C. Brady, Douglas B. Clark, P. Sengupta
Abstract Research about modeling emphasizes the importance of heterogeneity in science learning. At the same time, a growing body of scholarship seeks curricular pathways for epistemic and representational convergence. In response to this tension, we propose two constructs: heterogeneity-seeking curricula and commitments. Heterogeneity-seeking curricula emphasize generating and valuing multiple representations of phenomena, offering an image of science that foregrounds messy, nonlinear aspects of learning. Commitments parallel epistemic cognition research by focusing on values that shape students’ modeling; however, rather than looking for disciplinary practices in students’ modeling, commitments take students’ values as a starting point, mapping them to disciplinary resources not typically foregrounded in science education. Using a lens of commitments, we analyze six implementations of a heterogeneity-seeking 6th grade modeling curriculum, and we compare the lens of commitments to the lens of epistemic ideals. Then, we show that, in this context, commitments functioned like epistemic ideals by acting as evaluative resources during modeling. However, commitments also extended beyond this role by helping students ask and explore questions that were not anticipated by the curriculum, problematizing a view of phenomena as objective and external to students’ modeling work and showing them instead to be a production of the classroom’s multidimensional modeling discourse.
{"title":"Students’ Epistemic Commitments in a Heterogeneity-Seeking Modeling Curriculum","authors":"Ashlyn E. Pierson, C. Brady, Douglas B. Clark, P. Sengupta","doi":"10.1080/07370008.2022.2111431","DOIUrl":"https://doi.org/10.1080/07370008.2022.2111431","url":null,"abstract":"Abstract Research about modeling emphasizes the importance of heterogeneity in science learning. At the same time, a growing body of scholarship seeks curricular pathways for epistemic and representational convergence. In response to this tension, we propose two constructs: heterogeneity-seeking curricula and commitments. Heterogeneity-seeking curricula emphasize generating and valuing multiple representations of phenomena, offering an image of science that foregrounds messy, nonlinear aspects of learning. Commitments parallel epistemic cognition research by focusing on values that shape students’ modeling; however, rather than looking for disciplinary practices in students’ modeling, commitments take students’ values as a starting point, mapping them to disciplinary resources not typically foregrounded in science education. Using a lens of commitments, we analyze six implementations of a heterogeneity-seeking 6th grade modeling curriculum, and we compare the lens of commitments to the lens of epistemic ideals. Then, we show that, in this context, commitments functioned like epistemic ideals by acting as evaluative resources during modeling. However, commitments also extended beyond this role by helping students ask and explore questions that were not anticipated by the curriculum, problematizing a view of phenomena as objective and external to students’ modeling work and showing them instead to be a production of the classroom’s multidimensional modeling discourse.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"41 1","pages":"125 - 157"},"PeriodicalIF":3.3,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46632900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-03DOI: 10.1080/07370008.2022.2103139
D. Silvis
Abstract Contrary to the idea that the world is broken and beyond repair, ongoing care and maintenance are primary concerns of people learning with technologies. This paper advances a perspective that an ethic of care has epistemic significance and locates families’ caring practices in technologically-mediated home learning environments. I develop this perspective on human-technology relations, which I call “cherished world thinking,” as a response to social-ecological perspectives on “broken world thinking” (cf. Jackson). I frame family learning through critical care studies and feminist epistemologies, focusing on sociotechnical dimensions of care and maintenance. As I consider how families enacted care for and with their cherished technologies, I interrogate the social-ecological conditions that are simultaneously held in place through maintenance. Drawing from ethnographic data of 13 families in 2 US cities—including fieldnotes, informal interviews, and video collected in homes and neighborhoods—I found that families engaged in “cherished world thinking.” I develop this concept through interaction analysis of two cases where families caring for each other and their environments were sociotechnical achievements, calling attention to forms of learning that emerge when people care for that which they hold dear.
{"title":"Cherished World Thinking: Developing a Maintenance Mindset in Family Caregiving Contexts","authors":"D. Silvis","doi":"10.1080/07370008.2022.2103139","DOIUrl":"https://doi.org/10.1080/07370008.2022.2103139","url":null,"abstract":"Abstract Contrary to the idea that the world is broken and beyond repair, ongoing care and maintenance are primary concerns of people learning with technologies. This paper advances a perspective that an ethic of care has epistemic significance and locates families’ caring practices in technologically-mediated home learning environments. I develop this perspective on human-technology relations, which I call “cherished world thinking,” as a response to social-ecological perspectives on “broken world thinking” (cf. Jackson). I frame family learning through critical care studies and feminist epistemologies, focusing on sociotechnical dimensions of care and maintenance. As I consider how families enacted care for and with their cherished technologies, I interrogate the social-ecological conditions that are simultaneously held in place through maintenance. Drawing from ethnographic data of 13 families in 2 US cities—including fieldnotes, informal interviews, and video collected in homes and neighborhoods—I found that families engaged in “cherished world thinking.” I develop this concept through interaction analysis of two cases where families caring for each other and their environments were sociotechnical achievements, calling attention to forms of learning that emerge when people care for that which they hold dear.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"41 1","pages":"61 - 93"},"PeriodicalIF":3.3,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42591289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-21DOI: 10.1080/07370008.2022.2092482
S. Levine
Abstract This study brings into conversation two bodies of research that operate from different assumptions and make divergent conclusions about high school students’ capacity to read and respond to literary texts. On one hand, cognitively-oriented expert-novice research comparing experienced literary readers to high school students indicates that students tend not to engage in expert-like interpretive sense-making when they read literature. On the other hand, socioculturally-oriented studies of students’ “funds of knowledge” and socially situated “interpretive communities” indicate that students do engage in expert-like interpretation. One likely reason for these divergent findings is that by default, expert-novice studies often define interpretive expertise by drawing on Western, White discourses and epistemologies. This study experiments with a situated expert-expert methodology that considers the influence of culture, race, and the practices of different interpretive communities on participants’ literary reading and response. First, it offers an expanded definition of interpretive expertise by looking outside conventional academic interpretive communities. Then, the study ascribes interpretive expertise to two groups: Black, Latinx, and Asian-American high school students who self-identified as experts in hip-hop; and mostly White doctoral students who self-identified as experts in poetry. Both groups read lyrics to a highly regarded hip-hop song and a highly regarded poem. Analyses showed that each group was more likely to engage in expert-like practices, such as building symbolic interpretation and appreciating realness, within the genre belonging to their interpretive community. These findings offer empirical support for the power of interpretive communities and the value of funds of knowledge frameworks. The findings strengthen the call for the still predominantly White, Western academy to honor other interpretive communities and recognize the limits of their own.
{"title":"Situated Expertise in Literary Interpretation: An Expert-Expert Study of High School and PhD Students Reading Canonical Hip-Hop and Poetry","authors":"S. Levine","doi":"10.1080/07370008.2022.2092482","DOIUrl":"https://doi.org/10.1080/07370008.2022.2092482","url":null,"abstract":"Abstract This study brings into conversation two bodies of research that operate from different assumptions and make divergent conclusions about high school students’ capacity to read and respond to literary texts. On one hand, cognitively-oriented expert-novice research comparing experienced literary readers to high school students indicates that students tend not to engage in expert-like interpretive sense-making when they read literature. On the other hand, socioculturally-oriented studies of students’ “funds of knowledge” and socially situated “interpretive communities” indicate that students do engage in expert-like interpretation. One likely reason for these divergent findings is that by default, expert-novice studies often define interpretive expertise by drawing on Western, White discourses and epistemologies. This study experiments with a situated expert-expert methodology that considers the influence of culture, race, and the practices of different interpretive communities on participants’ literary reading and response. First, it offers an expanded definition of interpretive expertise by looking outside conventional academic interpretive communities. Then, the study ascribes interpretive expertise to two groups: Black, Latinx, and Asian-American high school students who self-identified as experts in hip-hop; and mostly White doctoral students who self-identified as experts in poetry. Both groups read lyrics to a highly regarded hip-hop song and a highly regarded poem. Analyses showed that each group was more likely to engage in expert-like practices, such as building symbolic interpretation and appreciating realness, within the genre belonging to their interpretive community. These findings offer empirical support for the power of interpretive communities and the value of funds of knowledge frameworks. The findings strengthen the call for the still predominantly White, Western academy to honor other interpretive communities and recognize the limits of their own.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"540 - 562"},"PeriodicalIF":3.3,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42707198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-07DOI: 10.1080/07370008.2022.2081692
Edna Tan, Angela Calabrese Barton, C. Nazar
Abstract While issues of (in)justice in K12 STEM learning have garnered increasing attention, limited research has attended to learning as social-spatial transformation. We draw upon a justice-oriented framework of equitably consequential learning to call attention to how learning and engagement in K12 STEM is rooted in the history and geographies of young people’s lives. Without attention to the ways in which learning is an historicized and sociopolitical activity, efforts to address seemingly intractable equity challenges in K12 STEM education across the intersections of racial and class inequality will remain elusive. Using data from middle school classroom studies focused on engineering for sustainable communities, where community ethnography is central to engineering design, we investigate the social-spatial relationalities that minoritized youth bring to engineering design, and how relationalities may support youth in transforming oppressive knowledge and power structures toward equitably consequential learning. Findings reveal that organizing learning engineering design around youths’ rich everyday experiences and community wisdom through community ethnography, addressed hyperlocal, sociopolitical community challenges. As a result, the social-spatial terrain upon which subject-object relations are enacted shifted, expanding the discourses, practices and outcomes of middle school engineering design that were legitimized. Making present this power-mediated terrain makes visible the often hidden, but ever present, unjust school-based relationalities, enabling them to be re-mediated in justice-oriented ways. Paying attention to social-spatial relationalities reveal (1) the multiple scales of activity, (2) inter-scalar mobilities and interactions, and (3) possible resultant impacts of such interactions that further affect activity at each scale. We discuss implications for how theories of equitably consequential learning can be advanced through the frame of social-spatial justice.
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