Pub Date : 2022-05-13DOI: 10.1080/07370008.2022.2073355
Claire Alkouatli
Abstract For many young Muslim learners in Western societies, informal sites of Islamic education are important sources of learning and development beyond public school hours. Yet little empirical research has explored processes of human development in such sites, and existing theories of human development have largely failed to encompass onto-epistemic diversity, thus rendering invisible developmental trajectories beyond secular ones. This paper employs sensitizing concepts from both sociocultural theory and Muslim traditions, drawing from data collected through active interviewing and participant observation in a seven-month long sociocultural study in a Canadian mosque school, to make visible Muslim educators’ perspectives on human development. Subsequent narrative analysis conducted on the data highlight unique troubles, tools, timelines, and spiritual transferences in a divine life methodology of development, in contribution to the learning sciences and the ongoing, multicentric construction of Canadian culture.
{"title":"“We’re Trying to Raise Muslim Kids, Right?” Muslim Educators’ Narratives of Human Development","authors":"Claire Alkouatli","doi":"10.1080/07370008.2022.2073355","DOIUrl":"https://doi.org/10.1080/07370008.2022.2073355","url":null,"abstract":"Abstract For many young Muslim learners in Western societies, informal sites of Islamic education are important sources of learning and development beyond public school hours. Yet little empirical research has explored processes of human development in such sites, and existing theories of human development have largely failed to encompass onto-epistemic diversity, thus rendering invisible developmental trajectories beyond secular ones. This paper employs sensitizing concepts from both sociocultural theory and Muslim traditions, drawing from data collected through active interviewing and participant observation in a seven-month long sociocultural study in a Canadian mosque school, to make visible Muslim educators’ perspectives on human development. Subsequent narrative analysis conducted on the data highlight unique troubles, tools, timelines, and spiritual transferences in a divine life methodology of development, in contribution to the learning sciences and the ongoing, multicentric construction of Canadian culture.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"41 1","pages":"32 - 60"},"PeriodicalIF":3.3,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46999548","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 : 2022-05-03DOI: 10.1080/07370008.2022.2059482
M. Hermes, Mel M. Engman, Meixi, James McKenzie
Abstract Indigenous language reclamation efforts are pushing academic ideas of what language is, in order to be accountable to Indigenous epistemologies. Simultaneously, as our Indigenous languages grow, we (academics) are pushed to grow beyond the boundaries of disciplines. Categories of “language” and “land” have been segregated by this colonial structure. In this study, as we bring them together, we seek to describe what the ontology in play looks like. We argue that as reclamation efforts successfully grow more young speakers, we are able to push against colonial constructs of learning when we witness learning in the context of movement, land, and intergenerational interactions. In this article, we closely examine episodes from three walks taken from a broader corpus of walks (14), to describe how one Elder walking with groups of two children constructed knowledge and joint meaning-making in the Ojibwe language while walking on Ojibwe lands. We take seriously the idea that there is an Indigenous epistemology at work in these cultural ecologies, one that sees humans as a part of the natural world, at play on the walks. Here we describe specifically what this looks like in the moment-to-moment interactions, and how we read these constellations of cultural practices as an apprenticeship into sustaining relationships with land.
{"title":"Relationality and Ojibwemowin† in Forest Walks: Learning from Multimodal Interaction about Land and Language","authors":"M. Hermes, Mel M. Engman, Meixi, James McKenzie","doi":"10.1080/07370008.2022.2059482","DOIUrl":"https://doi.org/10.1080/07370008.2022.2059482","url":null,"abstract":"Abstract Indigenous language reclamation efforts are pushing academic ideas of what language is, in order to be accountable to Indigenous epistemologies. Simultaneously, as our Indigenous languages grow, we (academics) are pushed to grow beyond the boundaries of disciplines. Categories of “language” and “land” have been segregated by this colonial structure. In this study, as we bring them together, we seek to describe what the ontology in play looks like. We argue that as reclamation efforts successfully grow more young speakers, we are able to push against colonial constructs of learning when we witness learning in the context of movement, land, and intergenerational interactions. In this article, we closely examine episodes from three walks taken from a broader corpus of walks (14), to describe how one Elder walking with groups of two children constructed knowledge and joint meaning-making in the Ojibwe language while walking on Ojibwe lands. We take seriously the idea that there is an Indigenous epistemology at work in these cultural ecologies, one that sees humans as a part of the natural world, at play on the walks. Here we describe specifically what this looks like in the moment-to-moment interactions, and how we read these constellations of cultural practices as an apprenticeship into sustaining relationships with land.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"41 1","pages":"1 - 31"},"PeriodicalIF":3.3,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47558435","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}
Agam K Rao, Joann Schulte, Tai-Ho Chen, Christine M Hughes, Whitni Davidson, Justin M Neff, Mary Markarian, Kristin C Delea, Suzanne Wada, Allison Liddell, Shane Alexander, Brittany Sunshine, Philip Huang, Heidi Threadgill Honza, Araceli Rey, Benjamin Monroe, Jeffrey Doty, Bryan Christensen, Lisa Delaney, Joel Massey, Michelle Waltenburg, Caroline A Schrodt, David Kuhar, Panayampalli S Satheshkumar, Ashley Kondas, Yu Li, Kimberly Wilkins, Kylie M Sage, Yon Yu, Patricia Yu, Amanda Feldpausch, Jennifer McQuiston, Inger K Damon, Andrea M McCollum
Monkeypox is a rare, sometimes life-threatening zoonotic infection that occurs in west and central Africa. It is caused by Monkeypox virus, an orthopoxvirus similar to Variola virus (the causative agent of smallpox) and Vaccinia virus (the live virus component of orthopoxvirus vaccines) and can spread to humans. After 39 years without detection of human disease in Nigeria, an outbreak involving 118 confirmed cases was identified during 2017-2018 (1); sporadic cases continue to occur. During September 2018-May 2021, six unrelated persons traveling from Nigeria received diagnoses of monkeypox in non-African countries: four in the United Kingdom and one each in Israel and Singapore. In July 2021, a man who traveled from Lagos, Nigeria, to Dallas, Texas, became the seventh traveler to a non-African country with diagnosed monkeypox. Among 194 monitored contacts, 144 (74%) were flight contacts. The patient received tecovirimat, an antiviral for treatment of orthopoxvirus infections, and his home required large-scale decontamination. Whole genome sequencing showed that the virus was consistent with a strain of Monkeypox virus known to circulate in Nigeria, but the specific source of the patient's infection was not identified. No epidemiologically linked cases were reported in Nigeria; no contact received postexposure prophylaxis (PEP) with the orthopoxvirus vaccine ACAM2000.
{"title":"Monkeypox in a Traveler Returning from Nigeria - Dallas, Texas, July 2021.","authors":"Agam K Rao, Joann Schulte, Tai-Ho Chen, Christine M Hughes, Whitni Davidson, Justin M Neff, Mary Markarian, Kristin C Delea, Suzanne Wada, Allison Liddell, Shane Alexander, Brittany Sunshine, Philip Huang, Heidi Threadgill Honza, Araceli Rey, Benjamin Monroe, Jeffrey Doty, Bryan Christensen, Lisa Delaney, Joel Massey, Michelle Waltenburg, Caroline A Schrodt, David Kuhar, Panayampalli S Satheshkumar, Ashley Kondas, Yu Li, Kimberly Wilkins, Kylie M Sage, Yon Yu, Patricia Yu, Amanda Feldpausch, Jennifer McQuiston, Inger K Damon, Andrea M McCollum","doi":"10.15585/mmwr.mm7114a1","DOIUrl":"10.15585/mmwr.mm7114a1","url":null,"abstract":"<p><p>Monkeypox is a rare, sometimes life-threatening zoonotic infection that occurs in west and central Africa. It is caused by Monkeypox virus, an orthopoxvirus similar to Variola virus (the causative agent of smallpox) and Vaccinia virus (the live virus component of orthopoxvirus vaccines) and can spread to humans. After 39 years without detection of human disease in Nigeria, an outbreak involving 118 confirmed cases was identified during 2017-2018 (1); sporadic cases continue to occur. During September 2018-May 2021, six unrelated persons traveling from Nigeria received diagnoses of monkeypox in non-African countries: four in the United Kingdom and one each in Israel and Singapore. In July 2021, a man who traveled from Lagos, Nigeria, to Dallas, Texas, became the seventh traveler to a non-African country with diagnosed monkeypox. Among 194 monitored contacts, 144 (74%) were flight contacts. The patient received tecovirimat, an antiviral for treatment of orthopoxvirus infections, and his home required large-scale decontamination. Whole genome sequencing showed that the virus was consistent with a strain of Monkeypox virus known to circulate in Nigeria, but the specific source of the patient's infection was not identified. No epidemiologically linked cases were reported in Nigeria; no contact received postexposure prophylaxis (PEP) with the orthopoxvirus vaccine ACAM2000.</p>","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"34 1","pages":"509-516"},"PeriodicalIF":33.9,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8989376/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81755853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-28DOI: 10.1080/07370008.2022.2042301
A. Marczyk, L. Jay, Abby Reisman
Abstract Engaging historiography and interpreting secondary sources represent essential elements of historians’ work that have been largely ignored in favor of primary source reading in high school history classrooms in the United States. To understand whether and how students apply their historical reasoning skills to secondary sources, we asked twenty-four high school sophomores to think aloud about a historiographic problem. Students were divided into three conditions receiving either the historiographical documents without scaffolding, the documents with explicit written framing, or the documents with explicit written framing and oral instruction. We found that all students sourced, corroborated, and contextualized, but students who received explicit framing with dialogic instruction were significantly more likely to engage in complex evidence evaluation than students in the other two conditions. The results suggest that fuller models of historians’ disciplinary practices may be needed in history education.
{"title":"Entering the Historiographic Problem Space: Scaffolding Student Analysis and Evaluation of Historical Interpretations in Secondary Source Material","authors":"A. Marczyk, L. Jay, Abby Reisman","doi":"10.1080/07370008.2022.2042301","DOIUrl":"https://doi.org/10.1080/07370008.2022.2042301","url":null,"abstract":"Abstract Engaging historiography and interpreting secondary sources represent essential elements of historians’ work that have been largely ignored in favor of primary source reading in high school history classrooms in the United States. To understand whether and how students apply their historical reasoning skills to secondary sources, we asked twenty-four high school sophomores to think aloud about a historiographic problem. Students were divided into three conditions receiving either the historiographical documents without scaffolding, the documents with explicit written framing, or the documents with explicit written framing and oral instruction. We found that all students sourced, corroborated, and contextualized, but students who received explicit framing with dialogic instruction were significantly more likely to engage in complex evidence evaluation than students in the other two conditions. The results suggest that fuller models of historians’ disciplinary practices may be needed in history education.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"517 - 539"},"PeriodicalIF":3.3,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44457585","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 : 2022-03-18DOI: 10.1080/07370008.2022.2044330
Brian A. Danielak
Abstract This paper focuses on a historically understudied area in computing education: attending to students’ *design thinking* in university-level introductory programming courses. I offer an account of one student—“Rebecca”—and her experiences and code from a second-semester course on programming concepts for engineers. Using data from both code snapshots and clinical interviews, I explicate both the challenges of studying students’ software design processes and the potential for such study to inform accounts of teaching and learning. My analysis focuses on two related aspects of Rebecca’s code for a multi-week class project: 1. The origin, nature, and evolution of unusual structural and behavioral features of Rebecca’s code 2. The subtle, yet complex reasons that led Rebecca to make particular design choices in her codeMy data comes from ethnographic observation of Rebecca’s class, fine-grained compile-time snapshots of Rebecca’s codebase, and semistructured interviews with Rebecca. I first present an analysis of only Rebecca’s final submitted code (what an instructor would typically see) detailing Rebecca’s unusual use of file-scanning loops and her seven-fold repetition of a particular code chunk (once for each day of the week). I then augment that analysis with code snapshot history and data from semi-structured interviews with Rebecca. This augmented analysis reveals _affect_ [@hannula_affect_2004; @eynde_case_2006] and _framing_ [@van_de_sande_achieving_2012; @mestre_resources_2005] offer substantial explanatory power for understanding why Rebecca made particular design choices.
{"title":"How Code Takes Shape: Studying a Student’s Program Evolution","authors":"Brian A. Danielak","doi":"10.1080/07370008.2022.2044330","DOIUrl":"https://doi.org/10.1080/07370008.2022.2044330","url":null,"abstract":"Abstract This paper focuses on a historically understudied area in computing education: attending to students’ *design thinking* in university-level introductory programming courses. I offer an account of one student—“Rebecca”—and her experiences and code from a second-semester course on programming concepts for engineers. Using data from both code snapshots and clinical interviews, I explicate both the challenges of studying students’ software design processes and the potential for such study to inform accounts of teaching and learning. My analysis focuses on two related aspects of Rebecca’s code for a multi-week class project: 1. The origin, nature, and evolution of unusual structural and behavioral features of Rebecca’s code 2. The subtle, yet complex reasons that led Rebecca to make particular design choices in her codeMy data comes from ethnographic observation of Rebecca’s class, fine-grained compile-time snapshots of Rebecca’s codebase, and semistructured interviews with Rebecca. I first present an analysis of only Rebecca’s final submitted code (what an instructor would typically see) detailing Rebecca’s unusual use of file-scanning loops and her seven-fold repetition of a particular code chunk (once for each day of the week). I then augment that analysis with code snapshot history and data from semi-structured interviews with Rebecca. This augmented analysis reveals _affect_ [@hannula_affect_2004; @eynde_case_2006] and _framing_ [@van_de_sande_achieving_2012; @mestre_resources_2005] offer substantial explanatory power for understanding why Rebecca made particular design choices.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"266 - 303"},"PeriodicalIF":3.3,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41646145","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 : 2022-01-05DOI: 10.1080/07370008.2021.2020793
E. Lockwood
Abstract In this paper, I discuss undergraduate students’ engagement in basic Python programming while solving combinatorial problems. Students solved tasks that were designed to involve programming, and they were encouraged to engage in activities of prediction and reflection. I provide data from two paired teaching experiments, and I outline how the task design and instructional interventions particularly supported students’ combinatorial reasoning. I argue that emergent computational representations and the prompts for prediction and reflection were especially useful in supporting students’ reasoning about fundamental combinatorial ideas. I argue that this particular mathematical example informs broader notions of disciplinary reflexivity and representational heterogeneity, providing insight into computational thinking practices in the domain of mathematics. Ultimately, I aim to explore the nature of computing and enumeration, shedding light on why the two disciplines are particularly well-suited to support each other. I conclude with implications and avenues for future research.
{"title":"Leveraging Prediction and Reflection in a Computational Setting to Enrich Undergraduate Students’ Combinatorial Thinking","authors":"E. Lockwood","doi":"10.1080/07370008.2021.2020793","DOIUrl":"https://doi.org/10.1080/07370008.2021.2020793","url":null,"abstract":"Abstract In this paper, I discuss undergraduate students’ engagement in basic Python programming while solving combinatorial problems. Students solved tasks that were designed to involve programming, and they were encouraged to engage in activities of prediction and reflection. I provide data from two paired teaching experiments, and I outline how the task design and instructional interventions particularly supported students’ combinatorial reasoning. I argue that emergent computational representations and the prompts for prediction and reflection were especially useful in supporting students’ reasoning about fundamental combinatorial ideas. I argue that this particular mathematical example informs broader notions of disciplinary reflexivity and representational heterogeneity, providing insight into computational thinking practices in the domain of mathematics. Ultimately, I aim to explore the nature of computing and enumeration, shedding light on why the two disciplines are particularly well-suited to support each other. I conclude with implications and avenues for future research.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"413 - 455"},"PeriodicalIF":3.3,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42875032","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 : 2022-01-02DOI: 10.1080/07370008.2021.2010213
E. Kyza, Andria Agesilaou
Abstract Discussions about power have only recently begun to appear in the learning sciences literature. Most of this important work takes a critical perspective; the present work complements these efforts by examining power sharing as a catalyst for empowerment in teacher-researcher co-design. Even though teacher-researcher collaborations are discussed in the literature as contexts for empowerment, less is known about the processes that enable empowerment and their connection to learning. This case study examined co-design interactions to identify processes and conditions of empowerment in the context of designing a module to integrate Responsible Research and Innovation in elementary school science education. The co-design team consisted of seven in-service science teachers and one researcher. The main data corpus included ten face to face and online co-design meetings of over 13 hours of video, supplemented by co-design documentation, teacher interviews, and survey data. The analysis of the co-design interactions identified facilitating conditions for supporting power sharing during the co-design, which attended to socio-structural conditions to support the co-design activities and included the anticipation of real-world impact through classroom implementations. Findings suggest that teacher and researcher empowerment develop through power sharing which helps increase access to information and resources and the development of knowledge and skills, thus enabling teachers to make decisions on what and how to teach and researchers to provide just-in-time support.
{"title":"Investigating the Processes of Teacher and Researcher Empowerment and Learning in Co-design Settings","authors":"E. Kyza, Andria Agesilaou","doi":"10.1080/07370008.2021.2010213","DOIUrl":"https://doi.org/10.1080/07370008.2021.2010213","url":null,"abstract":"Abstract Discussions about power have only recently begun to appear in the learning sciences literature. Most of this important work takes a critical perspective; the present work complements these efforts by examining power sharing as a catalyst for empowerment in teacher-researcher co-design. Even though teacher-researcher collaborations are discussed in the literature as contexts for empowerment, less is known about the processes that enable empowerment and their connection to learning. This case study examined co-design interactions to identify processes and conditions of empowerment in the context of designing a module to integrate Responsible Research and Innovation in elementary school science education. The co-design team consisted of seven in-service science teachers and one researcher. The main data corpus included ten face to face and online co-design meetings of over 13 hours of video, supplemented by co-design documentation, teacher interviews, and survey data. The analysis of the co-design interactions identified facilitating conditions for supporting power sharing during the co-design, which attended to socio-structural conditions to support the co-design activities and included the anticipation of real-world impact through classroom implementations. Findings suggest that teacher and researcher empowerment develop through power sharing which helps increase access to information and resources and the development of knowledge and skills, thus enabling teachers to make decisions on what and how to teach and researchers to provide just-in-time support.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"100 - 125"},"PeriodicalIF":3.3,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42959815","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 : 2022-01-02DOI: 10.1080/07370008.2021.2010211
Ung-Sang Lee, David DeLiema, Kimberley Gomez
Abstract This article offers methodological insights and tools to those engaged in design-based research (DBR) seeking to advance equity-oriented learning and outcomes through co-design. We respond to recent scholarship that points to the inseparability between the assumptions we hold about society and those we hold about learning, and consider how such insights can inform the methods we employ to facilitate learning in DBR. To do so, we examine the affordances of equity conjectures, statements about how learning remedies socially and historically constructed injustices, within conjecture mapping, a process frequently used in DBR efforts to make assumptions about learning visible to ground design, implementation, and iterative refinement. We share how we made participants’ equity conjectures visible in a research-practice partnership (RPP) between university researchers, elementary computer science (CS) curriculum designers, and elementary school teachers. We examine how making these equity conjectures visible during co-design of equity-focused CS lessons facilitated shifts in both the design process and the CS education practices of participating teachers. Our findings point to the utility of explicitly surfacing equity conjectures in collaborative design efforts aimed at equity and justice.
{"title":"Equity Conjectures: A Methodological Tool for Centering Social Change in Learning and Design","authors":"Ung-Sang Lee, David DeLiema, Kimberley Gomez","doi":"10.1080/07370008.2021.2010211","DOIUrl":"https://doi.org/10.1080/07370008.2021.2010211","url":null,"abstract":"Abstract This article offers methodological insights and tools to those engaged in design-based research (DBR) seeking to advance equity-oriented learning and outcomes through co-design. We respond to recent scholarship that points to the inseparability between the assumptions we hold about society and those we hold about learning, and consider how such insights can inform the methods we employ to facilitate learning in DBR. To do so, we examine the affordances of equity conjectures, statements about how learning remedies socially and historically constructed injustices, within conjecture mapping, a process frequently used in DBR efforts to make assumptions about learning visible to ground design, implementation, and iterative refinement. We share how we made participants’ equity conjectures visible in a research-practice partnership (RPP) between university researchers, elementary computer science (CS) curriculum designers, and elementary school teachers. We examine how making these equity conjectures visible during co-design of equity-focused CS lessons facilitated shifts in both the design process and the CS education practices of participating teachers. Our findings point to the utility of explicitly surfacing equity conjectures in collaborative design efforts aimed at equity and justice.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"77 - 99"},"PeriodicalIF":3.3,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45909110","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 : 2022-01-02DOI: 10.1080/07370008.2021.2010207
W. Penuel, Anna-Ruth Allen, Kathleen Henson, Melissa Campanella, Rachel Patton, Kristin Rademaker, Will Reed, Douglas A. Watkins, Kerri Wingert, B. Reiser, Aliza Zivic
Abstract In this paper, we explore how co-design creates opportunities to learn practical design knowledge related to clarifying and balancing goals for a particular class of design contexts: developing materials that meet ambitious, externally defined disciplinary learning goals that also connect to the interests and priorities of students from minoritized groups and communities. University-based researchers, classroom teachers, and district-level science leaders co-designed high school chemistry units over a two-year period. A collaborative analysis of the tools and processes used in workshops showed that engaging in co-design and reflection supported the team in clarifying and balancing goals, and it led all participants to call for refinements to the co-design process. Interactions during co-design and reflections on them highlight tensions that arose during co-design as well as the tools and strategies for working through them. These findings point to both the possibilities and limits of co-design for clarifying and balancing multiple goals and the need to consider key constraints on co-design within the current infrastructures of schools and educational research. They also illustrate how studying co-design teams as a collective can help identify design principles and processes that can support the learning of other teams seeking to balance a focus on standards with a focus on student interests and community priorities.
{"title":"Learning Practical Design Knowledge through Co-Designing Storyline Science Curriculum Units","authors":"W. Penuel, Anna-Ruth Allen, Kathleen Henson, Melissa Campanella, Rachel Patton, Kristin Rademaker, Will Reed, Douglas A. Watkins, Kerri Wingert, B. Reiser, Aliza Zivic","doi":"10.1080/07370008.2021.2010207","DOIUrl":"https://doi.org/10.1080/07370008.2021.2010207","url":null,"abstract":"Abstract In this paper, we explore how co-design creates opportunities to learn practical design knowledge related to clarifying and balancing goals for a particular class of design contexts: developing materials that meet ambitious, externally defined disciplinary learning goals that also connect to the interests and priorities of students from minoritized groups and communities. University-based researchers, classroom teachers, and district-level science leaders co-designed high school chemistry units over a two-year period. A collaborative analysis of the tools and processes used in workshops showed that engaging in co-design and reflection supported the team in clarifying and balancing goals, and it led all participants to call for refinements to the co-design process. Interactions during co-design and reflections on them highlight tensions that arose during co-design as well as the tools and strategies for working through them. These findings point to both the possibilities and limits of co-design for clarifying and balancing multiple goals and the need to consider key constraints on co-design within the current infrastructures of schools and educational research. They also illustrate how studying co-design teams as a collective can help identify design principles and processes that can support the learning of other teams seeking to balance a focus on standards with a focus on student interests and community priorities.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"40 1","pages":"148 - 170"},"PeriodicalIF":3.3,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46813577","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 : 2022-01-02DOI: 10.1080/07370008.2021.2010214
Iris Tabak
Abstract The substantive and the political are part of most educational endeavors. Researchers tend to be cast as more powerful in interactions between research and practice. This structural historical hierarchy is at the backdrop of research-practice partnerships (RPP) and threatens to marginalize practitioners’ perspectives. Drawing on Bakhtin and Goffman and responding to a set of papers that transcend these structural constraints, I propose productive tension between alterity and affinity as a framework for analyzing and designing equitable and generative RPP. In broaching different design goals, set in different contexts, and employing different strategies, the papers in this special issue each depict a productive RPP in which all participants were able to contribute and influence each other, as well as advance efficacious and just educational programs. Part of RPPs’ contribution is having the values and practices of both research and practice intermingle and shape educational design and enactment. Therefore, what is needed is an interactional structure that invites participants to draw on their communities of affiliation while establishing a climate in which interactions operate on a level plane and each participant’s perspective is invited and valued, but open to face-saving modifications. I suggest that such conditions arise from a productive tension in the dialectic between alterity—the distinction between research and practice—and affinity—the kinship and identification with shared goals between research and practice.
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