PERC 2013 Abstract Detail Page
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| Abstract Title: | The role of affect in sustaining teachers' attention and responsiveness to student thinking |
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| Abstract: | A critical aspect of reform science teaching is grounding instruction in students' scientific ideas by attending and responding to the substance of what students offer in class. However, previous studies have shown that this sort of teaching is relatively rare in American classrooms and, when present, often fleeting in nature. In this poster, I offer a look inside two classroom episodes in which teachers altered their plans in response to unexpected ideas from students and continued to attend and respond to student thinking for extended periods of time, with an eye toward what might initiate and sustain the teachers in doing so. I specifically highlight the role that the teachers' affect seemed to play in each case and consider the implications of my analyses for research and professional development on teacher responsiveness. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Jennifer Richards University of Maryland, College Park |
