Pub Date : 2021-12-21DOI: 10.1080/10508406.2021.2008395
G. Dishon
ABSTRACT Background The transition to technology-mediated remote schooling during the COVID-19 pandemic represented a drastic shift in educational technologies’ function in K-12 settings. This theoretical paper sought to: (1) identify key developments in technology-use during the pandemic; (2) situate current events within the Learning Sciences’ evolving conceptualizations of educational technologies; and (3) outline how these developments should reframe our thinking about educational technologies. Methods The paper is structured along three sets of relations, intended to support analyses that go beyond determinist or instrumental depictions of educational technologies: education-technology, human-technology, and human-education. Findings I outline three key characteristics of educational technologies’ function during the pandemic: they were central to the grammar of schooling, their use was widespread across social contexts, and was need-driven rather than innovation-driven. Contribution Accordingly, the paper suggests reorienting existing conceptualizations of educational technologies: (i) rethinking learning—avoiding the portrayal of technologies as solutions to educational problems and examining how they reshape learning; (ii) rethinking context—attending more to how socio-cultural, political, and historical features inform technological affordances; (iii) rethinking teaching—emphasizing adults’ role in mediating the normative commitments underlying technology-use, particularly in light of the dominance of commercial platforms and tools.
{"title":"What kind of revolution? Thinking and rethinking educational technologies in the time of COVID-19","authors":"G. Dishon","doi":"10.1080/10508406.2021.2008395","DOIUrl":"https://doi.org/10.1080/10508406.2021.2008395","url":null,"abstract":"ABSTRACT Background The transition to technology-mediated remote schooling during the COVID-19 pandemic represented a drastic shift in educational technologies’ function in K-12 settings. This theoretical paper sought to: (1) identify key developments in technology-use during the pandemic; (2) situate current events within the Learning Sciences’ evolving conceptualizations of educational technologies; and (3) outline how these developments should reframe our thinking about educational technologies. Methods The paper is structured along three sets of relations, intended to support analyses that go beyond determinist or instrumental depictions of educational technologies: education-technology, human-technology, and human-education. Findings I outline three key characteristics of educational technologies’ function during the pandemic: they were central to the grammar of schooling, their use was widespread across social contexts, and was need-driven rather than innovation-driven. Contribution Accordingly, the paper suggests reorienting existing conceptualizations of educational technologies: (i) rethinking learning—avoiding the portrayal of technologies as solutions to educational problems and examining how they reshape learning; (ii) rethinking context—attending more to how socio-cultural, political, and historical features inform technological affordances; (iii) rethinking teaching—emphasizing adults’ role in mediating the normative commitments underlying technology-use, particularly in light of the dominance of commercial platforms and tools.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76768789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-14DOI: 10.1080/10508406.2021.2003801
Ty Hollett, Xinyun Peng, Susan M. Land
ABSTRACT Background This paper examines ensemble learning in the context of ballet. We use more-than-representational theory to account for the “invisible” dimensions of ensemble learning, such as sensations, energy, or intensity that bodies sense, circulate, and evoke in others. We illuminate the mobile architectures that emerge in ensemble learning. Mobile architectures emerge when a performance (i.e., dance, athletic, drama), event (i.e., protest, sermon), or environment (i.e., classroom, makerspace) becomes charged as energy is evoked and circulated among bodies. Methods We describe eighteen months of video-recorded inquiry of teaching and learning in a weekly classical ballet variations class. We used interaction analysis to understand how sensations and energies move (among) bodies during learning. Findings Through our analysis, we show: 1) How mobile architectures form and dissolve, particularly as instructional time begins; 2) How audible expressions communicate energy and modulate ensemble learning and 3) How instruction transforms as the ensemble comes together and pulls apart. Contributions This paper contributes a deeper understanding of how learners attune to the relational complexity of learning. It offers accounts of the more-than-representational dimensions of embodiment and calls for further attention beyond the bodies of embodied learning (physical, gestural, tool-mediated dimensions) and toward the intensities, or energies, that those bodies produce together.
{"title":"Learning with and beyond the body: The production of mobile architectures in a ballet variations class","authors":"Ty Hollett, Xinyun Peng, Susan M. Land","doi":"10.1080/10508406.2021.2003801","DOIUrl":"https://doi.org/10.1080/10508406.2021.2003801","url":null,"abstract":"ABSTRACT Background This paper examines ensemble learning in the context of ballet. We use more-than-representational theory to account for the “invisible” dimensions of ensemble learning, such as sensations, energy, or intensity that bodies sense, circulate, and evoke in others. We illuminate the mobile architectures that emerge in ensemble learning. Mobile architectures emerge when a performance (i.e., dance, athletic, drama), event (i.e., protest, sermon), or environment (i.e., classroom, makerspace) becomes charged as energy is evoked and circulated among bodies. Methods We describe eighteen months of video-recorded inquiry of teaching and learning in a weekly classical ballet variations class. We used interaction analysis to understand how sensations and energies move (among) bodies during learning. Findings Through our analysis, we show: 1) How mobile architectures form and dissolve, particularly as instructional time begins; 2) How audible expressions communicate energy and modulate ensemble learning and 3) How instruction transforms as the ensemble comes together and pulls apart. Contributions This paper contributes a deeper understanding of how learners attune to the relational complexity of learning. It offers accounts of the more-than-representational dimensions of embodiment and calls for further attention beyond the bodies of embodied learning (physical, gestural, tool-mediated dimensions) and toward the intensities, or energies, that those bodies produce together.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91072309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-29DOI: 10.1080/10508406.2021.1977646
Jrène Rahm, Allison J. Gonsalves, Audrey Lachaîne
ABSTRACT Background To attend to the social production of girls of color in science through the lens of history in person and local contentious practice, we propose a relational and nonrepresentational reading of STEM pathways. We invoke the conceptual lenses of wayfaring, knots, and meshwork to highlight the infinite ways of figuring science and becoming a science person in movement. We understand this as a life-long embodied process, entangled and marked by intersectionality and emotions. Methods Drawing on video recordings, fieldnotes, artifacts, interviews, and focus groups, collected from young women of color participating in an after-school program and over time (2009–2016), we examine moments of figuring science and identity in science. Findings Our analysis depicts identity work as a meshwork of trails emerging in the flow of the program activities and from deep relations of dignity among the young women of color extending beyond the afterschool program and through time. Contributions This paper offers a critique of the linear, unidirectional, and representational pipeline model of STEM education through a focus on wayfaring. In doing so, we call for a reframing of informal science learning experiences as contributing in important ways to a meshwork of lives and learning in science.
{"title":"Young women of color figuring science and identity within and beyond an afterschool science program","authors":"Jrène Rahm, Allison J. Gonsalves, Audrey Lachaîne","doi":"10.1080/10508406.2021.1977646","DOIUrl":"https://doi.org/10.1080/10508406.2021.1977646","url":null,"abstract":"ABSTRACT Background To attend to the social production of girls of color in science through the lens of history in person and local contentious practice, we propose a relational and nonrepresentational reading of STEM pathways. We invoke the conceptual lenses of wayfaring, knots, and meshwork to highlight the infinite ways of figuring science and becoming a science person in movement. We understand this as a life-long embodied process, entangled and marked by intersectionality and emotions. Methods Drawing on video recordings, fieldnotes, artifacts, interviews, and focus groups, collected from young women of color participating in an after-school program and over time (2009–2016), we examine moments of figuring science and identity in science. Findings Our analysis depicts identity work as a meshwork of trails emerging in the flow of the program activities and from deep relations of dignity among the young women of color extending beyond the afterschool program and through time. Contributions This paper offers a critique of the linear, unidirectional, and representational pipeline model of STEM education through a focus on wayfaring. In doing so, we call for a reframing of informal science learning experiences as contributing in important ways to a meshwork of lives and learning in science.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74132146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-20DOI: 10.1080/10508406.2021.1954521
A. Furberg, Kenneth Silseth
ABSTRACT Background While much literature has argued for the value of carefully designed instructional units building on student resources, less work details how students’ own invocation of experiences and ideas from their everyday lives plays out in naturalistic classroom dialogues. Employing a sociocultural and interactional approach, this article illuminates how student resources become mediational means in ways that support learning. Methods The empirical basis constitutes whole-class conversations involving lower secondary school students and their teacher during a science project about genetics. The applied analytical procedure involves microanalyses of sequences of student–teacher interaction in settings where students invoke resources from their everyday lives. Findings The findings demonstrate that student resources became mediational means that (a) enabled students to express and test out their conceptual understanding and scientific reasoning, (b) promoted student participation and curiosity, and (c) positioned students as authoritative and accountable participants in whole-class conversations. Furthermore, how student resources became mediational means was also dependent on the distribution of authoritative roles between students and the teacher. Contributions This article provides evidence for the value of invoking student resources in educational dialogues and displays both how they can support learning and the challenges teachers may face in doing so.
{"title":"Invoking student resources in whole-class conversations in science education: A sociocultural perspective","authors":"A. Furberg, Kenneth Silseth","doi":"10.1080/10508406.2021.1954521","DOIUrl":"https://doi.org/10.1080/10508406.2021.1954521","url":null,"abstract":"ABSTRACT Background While much literature has argued for the value of carefully designed instructional units building on student resources, less work details how students’ own invocation of experiences and ideas from their everyday lives plays out in naturalistic classroom dialogues. Employing a sociocultural and interactional approach, this article illuminates how student resources become mediational means in ways that support learning. Methods The empirical basis constitutes whole-class conversations involving lower secondary school students and their teacher during a science project about genetics. The applied analytical procedure involves microanalyses of sequences of student–teacher interaction in settings where students invoke resources from their everyday lives. Findings The findings demonstrate that student resources became mediational means that (a) enabled students to express and test out their conceptual understanding and scientific reasoning, (b) promoted student participation and curiosity, and (c) positioned students as authoritative and accountable participants in whole-class conversations. Furthermore, how student resources became mediational means was also dependent on the distribution of authoritative roles between students and the teacher. Contributions This article provides evidence for the value of invoking student resources in educational dialogues and displays both how they can support learning and the challenges teachers may face in doing so.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74651824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-14DOI: 10.1080/10508406.2021.1977647
David Stroupe
ABSTRACT Curated sites of learning—places that are created by people to promote formal and informal knowledge and knowledge production practices (such as schools and museums)—are deemed foundational by many societies in assisting children to become knowers. However, curated sites of learning can also uphold ways of knowing that can cause harm to people marginalized from knowledge production, which philosophers describe as epistemic injustice. By looking across fields of research (education and philosophy), I describe how epistemic injustice can be utilized in education research to provide a shared analytical lens for examining curated sites of learning. I name four levels of interaction in which epistemic injustice can occur given their purposeful design by people with power: moment-to-moment interactions, micro (within a site), meso (between local sites) and macro (between sites and national/international policies and rhetoric). I describe how educators and researchers might disrupt epistemic injustice through the examination of curated learning sites and their personal ideas about knowledge. I also highlight tensions and dilemmas that might arise for educators and researchers when engaged in such work.
{"title":"Naming and disrupting epistemic injustice across curated sites of learning","authors":"David Stroupe","doi":"10.1080/10508406.2021.1977647","DOIUrl":"https://doi.org/10.1080/10508406.2021.1977647","url":null,"abstract":"ABSTRACT Curated sites of learning—places that are created by people to promote formal and informal knowledge and knowledge production practices (such as schools and museums)—are deemed foundational by many societies in assisting children to become knowers. However, curated sites of learning can also uphold ways of knowing that can cause harm to people marginalized from knowledge production, which philosophers describe as epistemic injustice. By looking across fields of research (education and philosophy), I describe how epistemic injustice can be utilized in education research to provide a shared analytical lens for examining curated sites of learning. I name four levels of interaction in which epistemic injustice can occur given their purposeful design by people with power: moment-to-moment interactions, micro (within a site), meso (between local sites) and macro (between sites and national/international policies and rhetoric). I describe how educators and researchers might disrupt epistemic injustice through the examination of curated learning sites and their personal ideas about knowledge. I also highlight tensions and dilemmas that might arise for educators and researchers when engaged in such work.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77550827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/10508406.2021.1966633
Yoana Omarchevska, A. Lachner, Juliane Richter, K. Scheiter
ABSTRACT Background Improving scientific reasoning and argumentation are central aims of science education. Because of their complex nature, self-regulation is important for successful scientific reasoning. This study provides a first attempt to investigate how scientific reasoning and self-regulation processes conjointly impact argumentation quality. Methods In a study with university students (N = 30), we used fine-grained process data of scientific reasoning and self-regulation during inquiry learning to investigate how the co-occurrences between scientific reasoning and self-regulation processes are associated with argumentation quality. Findings When modeling the co-occurrence of scientific reasoning and self-regulation processes using epistemic network analysis, differences between students showing either high or low argumentation quality become apparent. Students who showed high argumentation quality engaged in different scientific reasoning processes together more often than students with low argumentation quality, and they made more connections between self-regulation and scientific reasoning processes. Contribution These findings offer educational implications for teaching scientific reasoning. Integrating self-regulation and scientific reasoning during instruction could be beneficial for improving scientific reasoning and argumentation.
{"title":"It takes two to tango: How scientific reasoning and self-regulation processes impact argumentation quality","authors":"Yoana Omarchevska, A. Lachner, Juliane Richter, K. Scheiter","doi":"10.1080/10508406.2021.1966633","DOIUrl":"https://doi.org/10.1080/10508406.2021.1966633","url":null,"abstract":"ABSTRACT Background Improving scientific reasoning and argumentation are central aims of science education. Because of their complex nature, self-regulation is important for successful scientific reasoning. This study provides a first attempt to investigate how scientific reasoning and self-regulation processes conjointly impact argumentation quality. Methods In a study with university students (N = 30), we used fine-grained process data of scientific reasoning and self-regulation during inquiry learning to investigate how the co-occurrences between scientific reasoning and self-regulation processes are associated with argumentation quality. Findings When modeling the co-occurrence of scientific reasoning and self-regulation processes using epistemic network analysis, differences between students showing either high or low argumentation quality become apparent. Students who showed high argumentation quality engaged in different scientific reasoning processes together more often than students with low argumentation quality, and they made more connections between self-regulation and scientific reasoning processes. Contribution These findings offer educational implications for teaching scientific reasoning. Integrating self-regulation and scientific reasoning during instruction could be beneficial for improving scientific reasoning and argumentation.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86797058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-31DOI: 10.1080/10508406.2021.1964506
Tanmay Sinha
ABSTRACT Background Problem-solving followed by instruction (PS-I) is a powerful design shown to transform students’ conceptual understanding and transfer. Within PS-I, no research has examined how moment-by-moment determinants of affective states impact the problem-solving phase and posttest performance. Methods I develop a multimodal learning analytics pipeline to (a) infer affective states in PS-I via observable facial movements, (b) understand how the incidence and temporal dynamics of these states vary based on manipulating the problem-solving context with scaffolding strategies (failure-driven, success-driven, none) in an experimental study (N = 132), and (c) assess the extent to which affective states might explain learning. Findings Students exposed to failure-driven scaffolding show exclusive dynamics comprising shame, a self-conscious emotion associated with metacognitive and cognitive benefits. Failure-driven scaffolding also creates opportunities for relatively greater emotional displays of knowledge emotions (e.g., surprise, interest). Hostile emotions differentially impact learning in PS-I, with the incidence of anger and disgust showing positive associations and the incidence of contempt showing a negative association. Finally, pleasurable emotions (e.g., happiness) positively associate with isomorphic posttest performance but negatively associate with non-isomorphic and transfer posttests. Contribution Overt changes in facial movements reflective of students experiencing negative emotional states act as catalysts for learning.
{"title":"Enriching problem-solving followed by instruction with explanatory accounts of emotions","authors":"Tanmay Sinha","doi":"10.1080/10508406.2021.1964506","DOIUrl":"https://doi.org/10.1080/10508406.2021.1964506","url":null,"abstract":"ABSTRACT Background Problem-solving followed by instruction (PS-I) is a powerful design shown to transform students’ conceptual understanding and transfer. Within PS-I, no research has examined how moment-by-moment determinants of affective states impact the problem-solving phase and posttest performance. Methods I develop a multimodal learning analytics pipeline to (a) infer affective states in PS-I via observable facial movements, (b) understand how the incidence and temporal dynamics of these states vary based on manipulating the problem-solving context with scaffolding strategies (failure-driven, success-driven, none) in an experimental study (N = 132), and (c) assess the extent to which affective states might explain learning. Findings Students exposed to failure-driven scaffolding show exclusive dynamics comprising shame, a self-conscious emotion associated with metacognitive and cognitive benefits. Failure-driven scaffolding also creates opportunities for relatively greater emotional displays of knowledge emotions (e.g., surprise, interest). Hostile emotions differentially impact learning in PS-I, with the incidence of anger and disgust showing positive associations and the incidence of contempt showing a negative association. Finally, pleasurable emotions (e.g., happiness) positively associate with isomorphic posttest performance but negatively associate with non-isomorphic and transfer posttests. Contribution Overt changes in facial movements reflective of students experiencing negative emotional states act as catalysts for learning.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80277340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-10DOI: 10.1080/10508406.2021.1936533
Matthew T. Hora, Ross J. Benbow, Changhee Lee
ABSTRACT Background Postsecondary institutions are expected to provide students with skills such as communication that are considered essential for success in school, work, and society. However, faculty are rarely trained to design courses that emphasize complex, cultural skills like communication, highlighting the need for professional development that adopts a sociocultural perspective on skills, teaching and faculty learning. Methods In this paper, we describe a mixed-methods study that aimed to document instructional practice based on decision-making interviews (n=25), classroom observations (n=20) and surveys (n=496) with faculty in two U.S. cities. Techniques used to analyze these data include inductive thematic analysis, social network analysis, and hierarchical linear modeling. Findings Results of the analysis include the identification of key elements of course planning – faculty predispositions, perceived affordances, and instructional goals—which dynamically interact to inform teaching practices. Classroom observations revealed a range of methods from lecturing to classroom debates. Results also highlight three factors that led to teaching decisions: prior experience in industry which sensitized faculty to employer needs, social networks, and student skills. Contributions The data contribute to research on skills-focused instruction, and we conclude the paper with a description of a socioculturally informed faculty development program based on study findings.
{"title":"A sociocultural approach to communication instruction: How insights from communication teaching practices can inform faculty development programs","authors":"Matthew T. Hora, Ross J. Benbow, Changhee Lee","doi":"10.1080/10508406.2021.1936533","DOIUrl":"https://doi.org/10.1080/10508406.2021.1936533","url":null,"abstract":"ABSTRACT Background Postsecondary institutions are expected to provide students with skills such as communication that are considered essential for success in school, work, and society. However, faculty are rarely trained to design courses that emphasize complex, cultural skills like communication, highlighting the need for professional development that adopts a sociocultural perspective on skills, teaching and faculty learning. Methods In this paper, we describe a mixed-methods study that aimed to document instructional practice based on decision-making interviews (n=25), classroom observations (n=20) and surveys (n=496) with faculty in two U.S. cities. Techniques used to analyze these data include inductive thematic analysis, social network analysis, and hierarchical linear modeling. Findings Results of the analysis include the identification of key elements of course planning – faculty predispositions, perceived affordances, and instructional goals—which dynamically interact to inform teaching practices. Classroom observations revealed a range of methods from lecturing to classroom debates. Results also highlight three factors that led to teaching decisions: prior experience in industry which sensitized faculty to employer needs, social networks, and student skills. Contributions The data contribute to research on skills-focused instruction, and we conclude the paper with a description of a socioculturally informed faculty development program based on study findings.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87524939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-06DOI: 10.1080/10508406.2021.1936532
A. Rainio, R. Hofmann
ABSTRACT Background: Teachers’ limiting conceptualizations of students influence students’ learning opportunities. We analyze teachers’ professional conversations to understand how dialogues can expand teachers’ conceptualizations. Methods: We examine professional dialogues from nine whole-school intervention meetings. Drawing on discursive psychology and activity theoretical notions of learning the study conceptualizes teachers’ collective assumptions as a lived ideology actively sustained by stabilization discourses. We analyze the discursive devices through which the teachers’ talk about their students limits/expands their sense of what is possible in their teaching and their dialogic effects. Findings: Our analysis finds a range of discursive strategies that sustain or re-stabilize the lived ideology. Even when challenged by contrary evidence (e.g., surprises), dilemmatic tensions and reframing repair actions are found to close potential dialogic openings. Importantly, we identify a form of discourse that avoids immediate closure, characterized by sustained reflection on the students’ challenges developing a need to change. We term this reflexive noticing: it is enabled through sustained puzzle, constructing dilemmas as origin of change and discursive consciousness of stabilization. Contribution: We illustrate why contrary evidence often fails to shift limiting conceptualizations about students and show the discursive mechanisms generating possibility knowledge. Implications for teacher learning are discussed.
{"title":"Teacher professional dialogues during a school intervention: From stabilization to possibility discourse through reflexive noticing","authors":"A. Rainio, R. Hofmann","doi":"10.1080/10508406.2021.1936532","DOIUrl":"https://doi.org/10.1080/10508406.2021.1936532","url":null,"abstract":"ABSTRACT Background: Teachers’ limiting conceptualizations of students influence students’ learning opportunities. We analyze teachers’ professional conversations to understand how dialogues can expand teachers’ conceptualizations. Methods: We examine professional dialogues from nine whole-school intervention meetings. Drawing on discursive psychology and activity theoretical notions of learning the study conceptualizes teachers’ collective assumptions as a lived ideology actively sustained by stabilization discourses. We analyze the discursive devices through which the teachers’ talk about their students limits/expands their sense of what is possible in their teaching and their dialogic effects. Findings: Our analysis finds a range of discursive strategies that sustain or re-stabilize the lived ideology. Even when challenged by contrary evidence (e.g., surprises), dilemmatic tensions and reframing repair actions are found to close potential dialogic openings. Importantly, we identify a form of discourse that avoids immediate closure, characterized by sustained reflection on the students’ challenges developing a need to change. We term this reflexive noticing: it is enabled through sustained puzzle, constructing dilemmas as origin of change and discursive consciousness of stabilization. Contribution: We illustrate why contrary evidence often fails to shift limiting conceptualizations about students and show the discursive mechanisms generating possibility knowledge. Implications for teacher learning are discussed.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73602897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-04DOI: 10.1080/10508406.2021.1954522
Jen Munson
ABSTRACT Background When mathematics teachers embrace the call for pedagogical change, instructional shifts are likely to unfold in complex ways. While we typically view teachers as leading this process, within a figured worlds framework, students play active roles in negotiating the identities, rights, and obligations of all members of a classroom in the midst of pedagogical change. Methods Drawing on a comparative case study approach, the study examined the case of student push back moves in student-teacher discourse during nine sensemaking mathematics lessons in two fourth grade classrooms. Findings Analysis of the case of student push back moves shows how classrooms in pedagogical transition represent not a single coherent figured world, but multiple, clashing figured worlds. Students exercised agency to press the teacher to adhere to obligations to support sensemaking, thus supporting pedagogical change. Contribution These findings indicate the complexity of negotiations within transitioning classrooms, with implications for understanding how figured worlds evolve and the ways that students participate in pedagogical change.
{"title":"Negotiating identity and agency amidst pedagogical change: The case of student push back","authors":"Jen Munson","doi":"10.1080/10508406.2021.1954522","DOIUrl":"https://doi.org/10.1080/10508406.2021.1954522","url":null,"abstract":"ABSTRACT Background When mathematics teachers embrace the call for pedagogical change, instructional shifts are likely to unfold in complex ways. While we typically view teachers as leading this process, within a figured worlds framework, students play active roles in negotiating the identities, rights, and obligations of all members of a classroom in the midst of pedagogical change. Methods Drawing on a comparative case study approach, the study examined the case of student push back moves in student-teacher discourse during nine sensemaking mathematics lessons in two fourth grade classrooms. Findings Analysis of the case of student push back moves shows how classrooms in pedagogical transition represent not a single coherent figured world, but multiple, clashing figured worlds. Students exercised agency to press the teacher to adhere to obligations to support sensemaking, thus supporting pedagogical change. Contribution These findings indicate the complexity of negotiations within transitioning classrooms, with implications for understanding how figured worlds evolve and the ways that students participate in pedagogical change.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75273358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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