Second Graders Making Sense of How They Should Be Taught New Information: A Case Study

• In Event: AERA Roundtable Session Sunday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Child Development and Learning Dynamics (Table 5)

Abstract

How children in the early elementary school are taught new information continues to be a contentious issue. This matters because how teachers instruct children impacts their learning and desire to move forward in their educational careers. A voice that is often absent from these discussions are the students themselves. This case study addresses this by investigating how a sample of second grade students (N=36) made sense of how they would like to be taught new information. These findings illuminate not only their sensemaking of instruction but also provide an opportunity to put forward recommendations to support student learning at the classroom, district, and state level so that all children can thrive within school and the larger democratic society.

Authors

• Christopher P. Brown, University at Buffalo - SUNY

• Lauren C. McKenzie, University of Texas at Austin