PERC 2018 Abstract Detail Page
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| Abstract Title: | Teachers’ shifting interpretations of (in)equities in classroom participation |
|---|---|
| Abstract: | Math and science education researchers have started documenting how teachers notice and respond to aspects of students' classroom participation. Less is known, however, about how "equitable noticing" (Louie, 2017)--attending not only to the disciplinary substance of students' thinking but also to classroom participation patterns, expressions/enactments of identity, and opportunities to subvert cultural narratives about non-dominant students' difficulties with STEM--is constructed through dialogue between teachers. To start exploring this issue, we analyzed how groups of elementary-school teachers participating in a professional development workshop engaged in collaborative meaning making around equity dynamics in a videotaped classroom discussion about why water expands when it freezes. One group shifted from blaming the teacher in the video for poor classroom management to imagining a wider range of explanations and solutions for the inequitable participation patterns they noticed. Our analysis shows how an interaction with another group of teachers may have contributed to this shift. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B68 |
Author/Organizer Information | |
| Primary Contact: |
Jennifer Radoff University of Maryland-College Park, Department of Physics |
| Co-Author(s) and Co-Presenter(s) |
Ayush Gupta, University of Maryland-College Park, Department of Physics Erin Sohr, University of Maryland-College Park, Department of Physics Andrew Elby, University of Maryland-College Park, Department of Teaching and Learning, Policy and Leadership |
