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The Professional Identity Of Three Innovative Teachers Engaging In Sustained Knowledge Building Using Technology, Jianwei Zhang, Barbara Vokatis
The Professional Identity Of Three Innovative Teachers Engaging In Sustained Knowledge Building Using Technology, Jianwei Zhang, Barbara Vokatis
Educational Theory and Practice Faculty Scholarship
Diffusing inquiry-based pedagogy in schools for deep and lasting change requires teacher transformation and capacity building. This study characterizes the professional identity of three elementary school teachers who have productively engaged in inquirybased classroom practice using knowledge building pedagogy and Knowledge Forum, a collaborative online environment. Grounded theory analysis of teacher interviews, supplemented with field observations, highlights five distinctive features of the teachers’ identity: (a) Teachers as professional knowledge builders to explore new visions of teaching for continual improvement of knowledge building; (b) Teachers as co-learners to form symmetrical relationships with students so they can take on the highest level …
Analytics For Knowledge Creation: Towards Epistemic Agency And Design-Mode Thinking, Jianwei Zhang, Bodong Chen
Analytics For Knowledge Creation: Towards Epistemic Agency And Design-Mode Thinking, Jianwei Zhang, Bodong Chen
Educational Theory and Practice Faculty Scholarship
Innovation and knowledge creation call for high-level epistemic agency and design-mode thinking, two competencies beyond the traditional scopes of schooling. In this paper, we discuss the need for learning analytics to support these two competencies, and more broadly, the demand for education for innovation. We ground these arguments on a distinctive Knowledge Building pedagogy that treats education as a knowledge-creation enterprise. By critiquing current learning analytics for their focus on static-state knowledge and skills, we argue for agency-driven, choice-based analytics more attuned to higher order competencies in innovation. We further describe ongoing learning analytics initiatives that attend to these elements …
Which Candidate Should We Elect And Why?: An Inquiry Approach To Teaching About Elections, Brett L.M. Levy
Which Candidate Should We Elect And Why?: An Inquiry Approach To Teaching About Elections, Brett L.M. Levy
Educational Theory and Practice Faculty Scholarship
This article describes methods for preparing secondary school students to explore the backgrounds and positions of candidates for public office. It also provides guidance on how educators can help young people navigate the process of deciding which candidate should receive their votes in current or future elections.
Fostering Political Interest Among Youth During The 2012 Presidential Election: Instructional Opportunities And Challenges In A Swing State, Brett L.M. Levy
Fostering Political Interest Among Youth During The 2012 Presidential Election: Instructional Opportunities And Challenges In A Swing State, Brett L.M. Levy
Educational Theory and Practice Faculty Scholarship
Political interest is one of the most consistent predictors of political participation, but little research has examined how this attitude develops. This study explores adolescents’ political interest during the 2012 U.S. presidential election. The research team collected and analyzed longitudinal data (surveys, interviews, observations) in high schools located in conservative, liberal, and centrist communities within one swing state. Findings indicate that students’ (n=323) political interest increased during the election. These increases were related to greater public attention to politics and having opportunities to explore multiple sides of political issues and express political opinions. When guiding such experiences, some teachers struggled …