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45.046 - Teacher Learning to Position Students as Capable in Class Discussions: Looking Across Subject Matter Domains
Sun, April 7, 9:55 to 11:25am, Metro Toronto Convention Centre, Floor: 800 Level, Room 801ASession Type: Structured Poster Session
Abstract
Across domains, elementary education literature is replete with calls for teachers to position students as intellectually capable—able to participate in and contribute to knowledge building work. Yet the work of teacher education is typically performed in disciplinary silos, limiting our opportunities to collaboratively investigate common dilemmas and connect our insights. This interactive poster session will bring together teacher educators and researchers from different subject areas to explore (a) challenges that teachers face in learning to position students as capable and (b) frameworks and strategies for supporting such teacher learning that can be leveraged across domains, with a focus on whole-class discussions. Poster interactions will be followed by discussant remarks and a group conversation including presenters and session attendees.
Sub Unit
Chairs
Papers
1. Bridging the Two Worlds of Teacher Education Through Synchronous "Learning Argument" and "Teaching Argument" Units - Sarah Levine, Stanford University; Antero Garcia, Stanford University
2. Supporting Multiple Epistemologies Through an Engineering for Sustainable Community Framework in Middle School Science - Edna Tan, University of North Carolina at Greensboro; Angela Calabrese Barton, University of Michigan; Aerin W Benavides, University of North Carolina - Greensboro
3. Supporting Teacher Practices in Promoting Discourse With a Teleological Approach to Professional Development - Emily Adah Miller, University of Georgia; Leema G. Berland, University of Wisconsin - Madison
4. What Does It Take to Facilitate Meaningful and Inclusive Discussions in Social Studies? - Anne-Lise F. Halvorsen, Michigan State University
5. Learning to Lead Equitable Mathematics Discussions in the Elementary Classroom - Elham Kazemi, University of Washington; Starlie Chinen, University of Washington - Seattle; Elzena McVicar, University of Washington - Seattle
6. Using Action Research to Detect and Reduce Bias in Mathematics Classroom Discourse - Beth A. Herbel-Eisenmann, Michigan State University; Niral Shah, University of Washington
7. Promoting Agency and Authority Through Math Talks - Nicole Louie, University of Wisconsin - Madison
8. Classroom Discussion as Participative Thinking: Challenges for Teacher Education - Beth M. Warren, Boston University; Andrea Caroline Bien, Boston University; Ann Rosebery, TERC; Rebecca Gadd, Boston Public Schools; Maria C Olivares, TERC; Sarah Yeates Arnold, Boston University
9. Leveraging Linguistic Diversity in Mainstream Content-Area Classrooms: A Focus on Whole-Group Discussions - Mariana Pacheco, University of Wisconsin - Madison
10. What's Good for the Goose: Designing a Productive Learning Space for Preservice Teacher Discussions - Mary Klehr, Madison Metropolitan School District