Designing Without Change: Co-Design and Positioning Within a Research-Teacher Partnership

• In Event: 68.061 - Roundtable Session 30
  In Roundtable Session: 68.061-4 - Co-Designing Research, Examining Teacher Performance Assessments, and Rethinking Professional Development

Abstract

This study is designed as a year-long qualitative ethnography to analyze the discourse of both teachers and researchers around a co-design process within a design-based researcher practitioner partnership. Drawing from discourse studies, positioning theory, and a sociocultural framework, this study analyzes data from interviews, as well as field notes and audio recordings of co-design meetings and classroom interactions. The data was collected from two teachers in two different districts, as well as several researchers, graduate students, and consultants, and was a part of a larger English Language Arts curriculum design project. Analysis of interview transcripts and co-design meetings, illustrate how enacting co-design as a research methodology can either challenge or perpetuate traditional positioning of teachers and researchers.

Authors

• Kristina M Stamatis, University of Colorado - Boulder

• Mary Rose Kelly, University of Colorado - Boulder