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ERIC Number: EJ1158466
Record Type: Journal
Publication Date: 2017-Nov
Pages: 15
Abstractor: As Provided
ISSN: ISSN-2381-3369
Teachers as Designers: Social Design Experiments as Vehicles for Developing Antideficit English Education
Fowler-Amato, Michelle; Warrington, Amber
Literacy Research: Theory, Method, and Practice, v66 n1 p358-372 Nov 2017
In this article, we explore data from two studies that demonstrate how inviting teachers to take on the role of codesigners of interventions in social design experiments created opportunities for them to consider their own positionality and privilege as well as negotiate deficit and antideficit discourses underlying and shaping English-language arts curriculum, instruction, and assessment. The findings illustrate the potential for researchers engaging in design experiments to include teachers at the outset of such studies before designing curriculum, instruction, or assessment.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A