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Abstract Title: Valuing Student Ideas Morally, Instrumentally, and Intellectually
Abstract: The pedagogical importance of valuing student ideas has been firmly established on empirical, theoretical, and moral grounds. However, we often treat "valuing" as a binary construct: one either values student ideas, or one does not. In this paper, I define and distinguish between three ways of valuing student ideas: moral, instrumental, and intellectual. I demonstrate that novice teachers in the Seattle Pacific University (SPU) Learning Assistant (LA) Program instantiate all three ways of valuing student ideas and that they shift from primarily valuing ideas morally and instrumentally toward valuing ideas in all three ways. That this shift co-occurred with increased attention to student ideas suggests that intellectually valuing these ideas may support and sustain teacher attention to student thinking, and vice versa.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Amy D. Robertson
Seattle Pacific University
3307 Third Ave W
Suite 307
Seattle, WA 98199-1997
Phone: 206-286-7347