PERC 2018 Abstract Detail Page
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| Abstract Title: | Conversational norms in faculty communities enable and constrain opportunities to learn |
|---|---|
| Abstract: | Across educator and faculty professional development efforts, there is significant momentum around building professional learning communities. More research however is needed on how the design and emergent norms of such communities enable or constrain particular learning opportunities for educators. In this presentation, we share a comparative analysis of the conversations unfolding in two distinct faculty groups (associated with the Next Generation Physical Science and Everyday Thinking Faculty Online Learning Community project [1]). We choose to focus on moments in their video conferences when similar issues or topics arise (e.g. concerns about pacing). By comparing these moments, we demonstrate important differences in how the instructional problem is posed and how participants interact with the problem. We illustrate how these differences open up and close off opportunities to learn [2]. [1] Work supported by NSF#1626496 [2] I. S. Horn & B. D. Kane (2015). Journal of the Learning Sciences, 24(3), pp. 373-418. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session I |
| Poster Number: | A14 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Adriana Corrales San Diego State Univeristy 3722 32nd st San Diego, CA 92104 Phone: 8323637313 |
| Co-Author(s) and Co-Presenter(s) |
Chandra Turpen, Fred Goldberg, Meghan Clemons, and Edward Price |
