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Building Capacity For Academically Productive Talk: The Development Of Teacher Leaders In Science Professional Development, Renee Affolter

Doctoral Dissertations

Despite decades of research on the type of classroom dialogue that supports collaborative student sensemaking and professional development efforts to support such dialogue, opportunities for students to incrementally deepen their understanding of science ideas through engagement in science practices and to engage in complex reasoning and argumentation through classroom talk is limited in most K-12 science classrooms (Driver, Newton, & Osborne, 2000; Lemke, 1990; Michaels, Shouse, & Schweingruber, 2008; Mortimer & Scott, 2003; C. O’Connor, Michaels, & Chapin, 2015; Reinsvold & Cochran, 2011; Scott, Mortimer, & Aguiar, 2006; Weiss, Pasley, Smith., Banilower, and Heck, 2003; Wilson, Schweingruber, & Nielsen, 2015). …