NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Showing 1 to 15 of 394 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Penuel, William R.; Allen, Anna-Ruth; Henson, Kate; Campanella, Melissa; Patton, Rachel; Rademaker, Kristin; Reed, Will; Watkins, Douglas; Wingert, Kerri; Reiser, Brian; Zivic, Aliza – Cognition and Instruction, 2022
In this paper, we explore how co-design creates opportunities to learn practical design knowledge related to clarifying and balancing goals for a particular class of design contexts: developing materials that meet ambitious, externally defined disciplinary learning goals that also connect to the interests and priorities of students from…
Descriptors: Instructional Design, Science Curriculum, Science Instruction, School Districts
Peer reviewed Peer reviewed
Direct linkDirect link
Philip, Thomas M.; Pham, Josephine H.; Scott, Mallika; Cortez, Arturo – Cognition and Instruction, 2022
Teacher solidarity co-design is a special case of participatory design research that emphasizes the unique power dynamics of partnering with teachers who are multiply positioned in schooling, educational policy and research, and society. Through contrastive case analysis of four instrumental cases, five principles that characterize teacher…
Descriptors: Power Structure, Teacher Collaboration, Participatory Research, Design
Peer reviewed Peer reviewed
Direct linkDirect link
Kavanagh, Sarah Schneider; Resnick, Alison Fox; Ghousseini, Hala; Gotwalt, Elizabeth Schiavone; Cordero-Siy, Eric; Kazemi, Elham; Dutro, Elizabeth – Cognition and Instruction, 2022
Researcher-practitioner collaborations often stop short of engaging researchers and teachers in collectively negotiating the moment-to-moment improvizational decision-making of instructional practice when students are present. We consider the potential for learning at one boundary that often exists between researchers and practitioners as they…
Descriptors: Teacher Collaboration, Educational Researchers, Cooperative Learning, Perspective Taking
Peer reviewed Peer reviewed
Direct linkDirect link
Gomoll, Andrea; Hmelo-Silver, Cindy E.; S?abanovic┬┤, Selma – Cognition and Instruction, 2022
Prior research has highlighted that for teachers to develop robust practices, they need to develop rich professional vision (PV)--the ability to see nuanced issues of teaching and learning in situ, interpret them, and respond. In the context of problem-based learning (PBL), PV involves guiding student-centered learning and understanding when to…
Descriptors: Educational Researchers, Teacher Collaboration, Problem Based Learning, Curriculum Design
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Ung-Sang A.; DeLiema, David; Gomez, Kimberley – Cognition and Instruction, 2022
This article offers methodological insights and tools to those engaged in design-based research (DBR) seeking to advance equity-oriented learning and outcomes through co-design. We respond to recent scholarship that points to the inseparability between the assumptions we hold about society and those we hold about learning, and consider how such…
Descriptors: Social Change, Equal Education, Outcomes of Education, Learning Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Ko, Mon-Lin Monica; Hall, Allison; Goldman, Susan R. – Cognition and Instruction, 2022
Collaborative design (co-design) involving practitioners and researchers is emerging as a productive context for addressing theoretical as well as practical issues of teaching and learning. Co-design affords learning opportunities for "all" participants, although the focus has typically been on teachers. In this study, the Interconnected…
Descriptors: Researchers, Cooperation, Professional Development, Instructional Design
Peer reviewed Peer reviewed
Direct linkDirect link
Kyza, Eleni A.; Agesilaou, Andria – Cognition and Instruction, 2022
Discussions about power have only recently begun to appear in the learning sciences literature. Most of this important work takes a critical perspective; the present work complements these efforts by examining power sharing as a catalyst for empowerment in teacher-researcher co-design. Even though teacher-researcher collaborations are discussed in…
Descriptors: Researchers, Cooperation, Elementary School Science, Elementary School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Tabak, Iris – Cognition and Instruction, 2022
The substantive and the political are part of most educational endeavors. Researchers tend to be cast as more powerful in interactions between research and practice. This structural historical hierarchy is at the backdrop of research-practice partnerships (RPP) and threatens to marginalize practitioners' perspectives. Drawing on Bakhtin and…
Descriptors: Educational Researchers, Teacher Collaboration, Productivity, Conflict
Peer reviewed Peer reviewed
Direct linkDirect link
Goldman, Susan R.; Hmelo-Silver, Cindy E.; Kyza, Eleni ?. – Cognition and Instruction, 2022
This special issue joins the recent but growing effort to expand knowledge in the learning sciences, by examining the notion of participation in teacher-researcher collaborative design (co-design). Co-design is not just a means to an end; it is a context where professional learning happens. Each of the seven papers describes teacher-researcher…
Descriptors: Teacher Collaboration, Educational Researchers, Partnerships in Education, Learning Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Tzur, Ron; Johnson, Heather Lynn; Norton, Anderson; Davis, Alan; Wang, Xin; Ferrara, Michael; Harrington, Cody; Hodkowski, Nicola Mercedes – Cognition and Instruction, 2021
We examine a hypothesis implied by Steffe's constructivist model of children's numerical reasoning: a child's "spontaneous" additive strategy may relate to a foundational form of multiplicative reasoning, termed multiplicative double counting (mDC). To this end, we mix quantitative and qualitative analyses of 31 fourth graders' responses…
Descriptors: Constructivism (Learning), Mathematics Skills, Elementary School Students, Grade 4
Peer reviewed Peer reviewed
Direct linkDirect link
Reed, Zackery; Lockwood, Elise – Cognition and Instruction, 2021
In this paper, we present data from two iterative teaching experiments involving students' constructions of four basic counting problems. The teaching experiments were designed to leverage the generalizing activities of relating and extending to provide students with opportunities to reflect on initial combinatorial activity when constructing…
Descriptors: Computation, Generalization, Educational Experiments, Cognitive Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Victor R.; Drake, Joel; Cain, Ryan; Thayne, Jeffrey – Cognition and Instruction, 2021
Given growing interest in K-12 data and data science education, new approaches are needed to help students develop robust understandings of and familiarity with data. The model of the "quantified self"--in which data about one's own activities are collected and made into objects of study--provides inspiration for one such approach. By…
Descriptors: Statistics Education, Familiarity, Self Concept, Prior Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Finch, Lila; Moreno, Celeste; Shapiro, R. Benjamin – Cognition and Instruction, 2021
Creating learning environments that integrate arts, sciences, and computing in education can improve learning in these disciplines. In particular, transdisciplinary integrations of these disciplines can lead to expansive alterations or dissolutions of epistemological, ideological, and methodological boundaries. We wish to support teachers in the…
Descriptors: Interdisciplinary Approach, Learning Processes, Thinking Skills, Epistemology
Peer reviewed Peer reviewed
Direct linkDirect link
Panorkou, Nicole – Cognition and Instruction, 2021
This study presents the results of a series of design experiments that aimed to engage twelve fourth-grade students in mathematical activity exploring the volume of right prisms and cylinders as a dynamic sweep of a surface through a height, an approach that is referred to as Dynamic Measurement for Volume (DYME-V). This article describes this…
Descriptors: Thinking Skills, Measurement, Grade 4, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Sengupta-Irving, Tesha; Tunney, Jessica; Macias, Meghan – Cognition and Instruction, 2021
Heterogeneity is fundamental to learning and when leveraged in instruction, can benefit racially minoritized children. However, finding ways to leverage heterogeneity toward disciplinary teaching is a formidable challenge and teachers can benefit from targeted support to recognize heterogeneity in STEM, and its relationship to race and racism in…
Descriptors: STEM Education, Faculty Development, Secondary School Teachers, Heterogeneous Grouping
Previous Page | Next Page ┬╗
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  27