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ERIC Number: EJ1090991
Record Type: Journal
Publication Date: 2016
Pages: 27
Abstractor: As Provided
ISSN: ISSN-0737-0008
Beginning Teachers' Use of Resources to Enact and Learn from Ambitious Instruction
Stroupe, David
Cognition and Instruction, v34 n1 p51-77 2016
I investigated how five first-year teachers--all peers from the same science methods class framed around ambitious instruction--used resources to plan and learn in schools that promoted pedagogy anchored around information delivery. The participants engaged in different cycles of resource-driven learning based on the instructional framework they readily enacted. Three participants who enacted ambitious instruction created generative cycles, and two participants who engaged in delivery pedagogy limited their learning in narrowing cycles. Regardless of the learning cycles, students' science ideas became the core resource for each participant. However, the participants who readily enacted ambitious instruction used students' ideas in conjunction with other prioritized resources including "face-to-face" tools, planning tools, and high-leverage practices. The participants who engaged in delivery pedagogy used students' ideas along with resources valued in their school contexts, such as knowledge-embedded tools (textbooks and curricula) and department norms for teaching.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A