Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom

Engle, Randi A.; Conant, Faith R.

doi:10.1207/s1532690xci2004_1

Cited by 901 publications

(814 citation statements)

References 32 publications

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“…The foregoing insights, coupled with a desire to create a scalable approach and respected real-world limitations, resulted in the following five online professional development principles: (a) allow teachers to work and learn within the kinds of learning environments and professional learning communities they are encouraged to create for their students, and provide support throughout the implementation process; (b) teach teachers to design curricula that fosters connected learning (Ito et al 2013) and productive disciplinary engagement (Engle and Conant 2002) while supporting conventional literacies, numeracies, and academic knowledge for which teachers are accountable; (c) encourage teachers to reflect on their professional growth and practice without overwhelming teachers; (d) accommodate prevailing levels of student network access with modest levels of professional development; (e) make reasonable demands on teachers' time for designing and delivering curricula.…”

Section: Contextmentioning

confidence: 99%

“…It leverages the social aspects of online networks-such as discussion forums, wikis, and commenting-to foster a participatory environment. In this environment, teachers form a professional learning community that can be used for support as they grapple with new pedagogical practices and discuss how they might foster productive types of student engagement with disciplinary knowledge (Engle and Conant 2002) in their classrooms. The learning community is particularly concerned with fostering in their classrooms the same kind of participatory environment teachers experience during the professional development.…”

Section: Situatednessmentioning

confidence: 99%

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Collaborative design as a form of professional development

et al. 2015

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Increasingly, teacher involvement in collaborative design of curriculum is viewed as a form of professional development. However, the research base for this stance is limited. While it is assumed that the activities teachers undertake during collaborative design of curricular materials can be beneficial for teacher learning, only a few studies involving such efforts exist. Additionally many lack specific theoretical frameworks for robust investigation of teacher learning by design. The situative perspective articulated by Greeno et al. (1998) and third-generation activity theory as developed by Engeström (1987) constitute useful conceptual frameworks to describe and investigate teacher learning by collaborative design. In this contribution, three key features derived from these two theories, situatedness, agency and the cyclical nature of learning and change, are used to describe three cases of collaborative design in three different settings. Grounded on this 123Instr Sci (2015) 43:259-282 DOI 10.1007 theoretical basis and a synthesis of the three case descriptions, we propose an empirically and theoretically informed agenda for studying teacher learning by collaborative design.

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Section: Contextmentioning

confidence: 99%

Section: Situatednessmentioning

confidence: 99%

Collaborative design as a form of professional development

et al. 2015

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“…While some research studies on collaboration have provided substantial insight into whether and when interaction proves more effective than working alone (e.g., Furberg et al 2008;Janssen et al 2010), others have emphasized the role of different variables in mediated interaction (cf. Cress et al 2013;Slof et al 2013) or focused on the procedural characteristics of the process, such as social aspects, conflict, or planning (Barron 2003;Engle and Conant 2002;Remesal and Colomina 2013). Fewer studies have explicitly addressed the unfolding (in time and space) relationship between the participants' ongoing interaction (Krange 2007;Sarmiento-Klapper 2009) and the emergence of the knowledge involved.…”

mentioning

confidence: 99%

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

Damşa

2014

Intern. J. Comput.-Support. Collab. Learn.

112

100

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This article presents a study of small-group interaction in the context of collaborative learning in undergraduate education. The student groups participated in collaborative projects, which involved setting-up, conducting, and reporting on empirical research studies. This study sheds light on the nature of productive interactions, the joint efforts to co-construct knowledge and the shared epistemic agency expected to emerge when groups are addressing ill-structured, complex problems in a collaboration over time. In-depth qualitative analysis and descriptive statistics were used to analyze and interpret interaction data and developing knowledge objects (i.e., research reports) collected during a 20-week project period. The findings show that productive interactions can take different forms, with discourse-based and object-oriented being the most relevant patterns arising. In the latter case, the emergent knowledge objects also influence the course and productivity of the interaction. Finally, groups manifesting shared epistemic agency produce knowledge objects more complex and suitable to the problems addressed. These findings contribute to a better understanding of the collaborative learning process that includes work on knowledge objects over time. The implications for the educational practice and further research point towards the need for a better understanding of the way groups function when challenged to address complex problems and to participate in knowledge production, how these processes can benefit learning, and what is needed in terms of pedagogical and technological support, to enable students to be more than mere coursetakers, but also producers of knowledge.Keywords Knowledge co-construction . Knowledge objects . Learning in higher education . Productive interaction . Shared epistemic agency . Small-group collaboration In the context of emerging changes in the knowledge-based society, students in higher education are expected to be able to address ill-structured and open-ended problems, conceive new ideas, show inquiring attitudes and proactive behavior, and capitalize on collective expertise (Goodyear and Zenios 2007). Learning in small groups that focuses on solving open-ended problems and on managing the collaborative process has been proposed as a wayIntern.

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“…In particular, the professional literature suggests various specifications of "good" mathematical problems (e.g., Lappan and Phillips 1998), characterizations of problem-solving classrooms (e.g., Engle and Conant 2002;Lampert 1990;Schoenfeld et al 2014), and sets of principles for teaching for and through problem solving (Cai 2010;Heller and Hungate 1985;Koichu et al 2007a;Lester 2013;Lester and Cai 2016;Schoenfeld 1983). In many cases, the recommendations are presented as generalized reflections on successful classroom practices, experiments, or series of experiments (e.g., Koichu et al 2007a, b;Lester 2013;Schoenfeld 1992).…”

Section: The Competitions Viva Mathematics With Computer and Theme Ofmentioning

confidence: 99%