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ERIC Number: EJ1144865
Record Type: Journal
Publication Date: 2017-Jun
Pages: 37
Abstractor: As Provided
Reference Count: 77
ISBN: N/A
ISSN: ISSN-0002-8312
Changes in Teachers' Discourse about Students in a Professional Development on Learning Trajectories
Wilson, P. Holt; Sztajn, Paola; Edgington, Cyndi; Webb, Jared; Myers, Marrielle
American Educational Research Journal, v54 n3 p568-604 Jun 2017
This study examines teachers' discussions in a professional development setting to understand the ways in which learning a mathematics learning trajectory may change aspects of their discourse about students as learners. Using mixed methods, we bring together two theoretical frames that use a Vygotskian perspective on learning to analyze professional discussions among 22 elementary-grade teachers participating in a yearlong, 60-hour mathematics professional development program. Results indicate that over time, some discursive patterns for explaining students' academic performance changed to incorporate the trajectory, while others remained unaffected. Whereas this change transformed one of the patterns in a way that led to new explanations for student performance, another pattern changed only slightly and was still used to express the same explanations for performance.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1008364