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Fostering Curiosity and Disrupting Power: Teacher Professional Development for Transformative Classrooms
Sat, April 13, 7:45 to 9:15am, Pennsylvania Convention Center, Floor: Level 100, Room 107ASession Type: Symposium
Abstract
This session focuses on teacher professional development aimed at increasing classroom discussions that disrupt traditional power structure in schools. It features three studies on teacher professional development that include leading discussions about race, addressing biases in mathematical instruction, and supporting highly accomplished teachers in facilitating discourse. Researchers from different countries and institutions will participate in the session, offering insights and fostering open discussions on promoting educational justice through effective teacher professional development.
Sub Unit
Chair
Papers
Changing Narratives: Understanding the Development of Teachers’ Practices in Discussing Structural Inequities - Sarah Schneider Kavanagh, University of Pennsylvania; Katie Danielson, University of Portland; Elizabeth Gotwalt, University of Maryland
Building Community Through Collaborative Observation: Structures and Moves to Intervene on Biases and Support More Equitable Instruction - Meghan Shaughnessy, Boston University; Nicole Garcia, University of Michigan; Deborah Loewenberg Ball, University of Michigan; Darrius D. Robinson, University of Michigan
Highly Accomplished Teachers: Understanding the Complexities of Skilled Pedagogical Practices - Rebecca Cooper, Monash University; Jared Carpendale, Massey University; Amanda K. Berry, RMIT University; Blake Cutler, Monash University; Ian James Mitchell, Monash University; Katie Danielson, University of Portland