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Cognitive Apprenticeship And The Supervision Of Science And Engineering Research Assistants, Michelle A. Maher, Joanna A. Gilmore, David F. Feldon, Telesia E. Davis
Cognitive Apprenticeship And The Supervision Of Science And Engineering Research Assistants, Michelle A. Maher, Joanna A. Gilmore, David F. Feldon, Telesia E. Davis
Instructional Technology and Learning Sciences Faculty Publications
We explore and critically reflect on the process of science and engineering research assistant skill development both within laboratory-based research teams and, when no team is present, whithin the faculty supervisor-research assistant interactions. Using a performance-based measure of research skill development, we identify research assistants who, over the course of an academic year of service as a researcher, markedly developed, modestly developed, or failed to develop their research skills. Interviews with these research assistants and their faculty supervisors, seen through the lens of cognitive apprenticeship, provide insight into this variation. We found that within the contours of supervisory relationships and …
Teacher Design Using Online Learning Resources: A Comparative Case Study Of Science And Mathematics Teachers, Mimi Recker
Teacher Design Using Online Learning Resources: A Comparative Case Study Of Science And Mathematics Teachers, Mimi Recker
Instructional Technology and Learning Sciences Faculty Publications
Using a comparative case study design, this paper explores the impacts of a technology-related professional development (TTPD) design aimed at helping science and mathematics teachers design classroom activities using the wealth of resources available on the Internet. Using the lens of curricular adaption and the notion of teachers’ varying pedagogical design capacity, we analyzed the experiences of four teachers in terms of the kinds of instructional activities teachers designed, how these were supported with online resources, and teachers’ perceptions of impacts on student learning. Findings suggested that participants used a variety of personally relevant design strategies when applying TTPD concepts …
Picking Up The Mantle Of “Expert”: Assigned Roles, Assertion Of Identity, And Peer Recognition Within A Programming Class, Deborah A. Fields, N. Enyedy
Picking Up The Mantle Of “Expert”: Assigned Roles, Assertion Of Identity, And Peer Recognition Within A Programming Class, Deborah A. Fields, N. Enyedy
Instructional Technology and Learning Sciences Faculty Publications
Changing an established role in a classroom is difficult. It involves constructing a new set of relations within a community. In this article we investigate how students with newly developed interest and experience in programming developed outside the classroom pick up and establish their roles as experts in programming within the classroom community. More specifically, we focus on how two 11-year-old software designers shifted their established roles in their classroom to gain status as expert programmers. We use an identity lens to understand how peer expertise was established in the context of a classroom community, adopting a multifaceted perspective of …