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written by April Maskiewicz and Victoria Winters
In this study we build on the closely related constructs of teacher attention and responsiveness to explore how one fifth-grade teacher facilitates scientific inquiry. We illustrate the dual use of responsiveness and framing through the case study of Mrs. Charles, who skillfully elicits and builds on students' ideas in her science classroom. In our analysis, we found that ranking the extent of this teacher's responsiveness was inadequate for describing the nature of her teaching and for uncovering ways in which this teacher might progress. Analyzing Mrs. Charles's practice in terms of her framing of the situation, however, began to reveal patterns and nuances in the nature of her responsiveness. We argue that it is through the overlay of her epistemological framing onto an analysis of her responsiveness that we get a fuller picture of Mrs. Charles's practice: inviting and valuing students' contributions while encouraging exploration of certain ideas over others.
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Inquiry Learning
Education - Basic Research
- Teacher Characteristics
- Elementary School
- Reference Material
= Article
= Research study
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application/pdf
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Free access
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© 2010 April Cordero Maskiewicz and Victoria Winters
Keyword:
responsive teaching
Record Creator:
Metadata instance created July 23, 2019 by Bruce Mason
Record Updated:
August 19, 2020 by Lyle Barbato
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Record Link
AIP Format
A. Maskiewicz and V. Winters, 2010, WWW Document, (https://as.tufts.edu/education/responsiveteachinginscience/suggested_reading/MaskiewiczWinters_ICLS2010.pdf).
AJP/PRST-PER
A. Maskiewicz and V. Winters, Interpreting Elementary Science Teacher Responsiveness Through Epistemological Framing, 2010, <https://as.tufts.edu/education/responsiveteachinginscience/suggested_reading/MaskiewiczWinters_ICLS2010.pdf>.
APA Format
Maskiewicz, A., & Winters, V. (2010). Interpreting Elementary Science Teacher Responsiveness Through Epistemological Framing. Retrieved June 27, 2022, from https://as.tufts.edu/education/responsiveteachinginscience/suggested_reading/MaskiewiczWinters_ICLS2010.pdf
Chicago Format
Maskiewicz, April, and Victoria Winters. "Interpreting Elementary Science Teacher Responsiveness Through Epistemological Framing." 8. 2010. https://as.tufts.edu/education/responsiveteachinginscience/suggested_reading/MaskiewiczWinters_ICLS2010.pdf (accessed 27 June 2022).
MLA Format
Maskiewicz, April, and Victoria Winters. Interpreting Elementary Science Teacher Responsiveness Through Epistemological Framing. 2010. 27 June 2022 <https://as.tufts.edu/education/responsiveteachinginscience/suggested_reading/MaskiewiczWinters_ICLS2010.pdf>.
BibTeX Export Format
@techreport{ Author = "April Maskiewicz and Victoria Winters", Title = {Interpreting Elementary Science Teacher Responsiveness Through Epistemological Framing}, Year = {2010} }
Refer Export Format

%A April Maskiewicz %A Victoria Winters %T Interpreting Elementary Science Teacher Responsiveness Through Epistemological Framing %D 2010 %P 8 %U https://as.tufts.edu/education/responsiveteachinginscience/suggested_reading/MaskiewiczWinters_ICLS2010.pdf %O application/pdf

EndNote Export Format

%0 Report %A Maskiewicz, April %A Winters, Victoria %D 2010 %T Interpreting Elementary Science Teacher Responsiveness Through Epistemological Framing %P 8 %U https://as.tufts.edu/education/responsiveteachinginscience/suggested_reading/MaskiewiczWinters_ICLS2010.pdf


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