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ERIC Number: ED432462
Record Type: RIE
Publication Date: 1999-Apr
Pages: 32
Abstractor: N/A
Learning To See Anew: How Facilitator Moves Can Reframe Attention When Administrators Look At Reformed Mathematics Classrooms.
Sassi, Annette M.; Nelson, Barbara Scott
This paper illustrates how the instructors in a professional development program for school and district administrators used a range of discursive moves to help administrators cultivate a different appreciation of mathematics classrooms, and learn to pay attention to different features of a mathematics lesson. The way in which the seminar was taught was analyzed in an effort to understand what it was that helped the administrators make dramatic changes in their interpretation of the same videotaped classroom. The discourse of the seminar was examined with an eye to discerning the way in which instructors interacted with participants to help them learn to interpret the videotapes of reformed classrooms differently. After describing research methodology and theoretical orientation, four vignettes from the seminar were analyzed in which facilitative moves were made for the purpose of helping administrators attend differently to the events depicted on the classroom videotapes. (Contains 26 references.) (ASK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).