Difference between pages "Davis, Beyer, Forbes, & Stevens (2011)" and "Cobb & Yackel (1996)"

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(→‎Summary: added part of background)
 
 
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{{Title|Understanding Pedagogical Design Capacity Through Teachers' Narratives}}
{{Title|Constructivist, Emergent, and Sociocultural Perspectives in the Context of Developmental Research}}
__NOTOC__
__NOTOC__
The article ''Understanding Pedagogical Design Capacity Through Teachers' Narratives'' was written by [[Elizabeth Davis]], [[Carrie Beyer]], [[Cory Forbes]], and [[Shawn Stevens]] and published in ''[[Teaching and Teacher Education]]'' in 2011. The article is available from ScienceDirect at [http://www.sciencedirect.com/science/article/pii/S0742051X11000060 http://www.sciencedirect.com/science/article/pii/S0742051X11000060].
* Authors: [[Paul Cobb]] and [[Erna Yackel]]
* Journal: [[Educational Psychologist]]
* Year: 1996
* Source: http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265


== Abstract ==
==Abstract==
 
Our overall intent is to clarify relations between the psychological constructivist, sociocultural, and emergent perspectives. We provide a grounding for the comparisons in the first part of the article by outlining an interpretive framework that we developed in the course of a classroom-based research project. At this level of classroom processes, the framework involves an emergent approach in which psychological constructivist analyses of individual activity are coordinated with interactionist analyses of classroom interactions and discourse. In the second part of the article, we describe an elaboration of the framework that locates classroom processes in school and societal contexts. The perspective taken at this level is broadly sociocultural and focuses on the influence of individuals' participation in culturally organized practices. In the third part of the article, we use the discussion of the framework as a backdrop against which to compare and contrast the three theoretical perspectives. We discuss how the emergent approach augments the psychological constructivist perspective by making it possible to locate analyses of individual students' constructive activities in social context. In addition, we consider the purposes for which the emergent and sociocultural perspectives might be particularly appropriate and observe that they together offer characterizations of individual students' activities, the classroom community, and broader communities of practice.
Teachers need to develop the ability to adapt curriculum materials. Two elementary teachers, Maggie and Catie, were asked to write narratives about their use of and changes to particular reform-oriented science lesson plans. Maggie drew on her knowledge of and experiences with students, as well as other knowledge, experiences, and resources, to make productive changes to account for her students' prior knowledge and abilities. Catie based her curricular adaptations on her learning goals—but these were not aligned with the learning goals of the curriculum materials. The paper discusses implications for teacher education, professional development, and educative curriculum materials.
 
== Outline of Headings ==
 
* Introduction
* Methods
** Participants
** CASES educative curriculum materials
** Engaging teachers in writing narrative images of inquiry
** Data sources and analysis
* Results
** Maggie's pedagogical design capacity; attending to students at every turn
*** Maggie's curricular adaptations
*** The basis for Maggie's curricular adaptations
** Catie's pedagogical design capacity: Meeting (different) learning goals
*** Catie's curricular adaptations
*** The basis for Catie's curricular adaptations
** Summary of results
* Discussion, implications, and conclusions
 
== Summary ==
 
=== Background ===
 
* Curriculum plays a central role in teachers' practice ({{Cite|Remillard|2005}}), especially for newer teachers ({{Cite|Grossman & Thompson|2004}})
* Teachers' beliefs about and use of curriculum vary ({{Cite|Harrison|2001}}; {{Cite|Li, Capraro, & Capraro|2009}}; {{Cite|Lloyd|1999}}; {{Cite|Shkedi|1998}}; {{Cite|Wang|2004}})
* Teachers need to adapt even high-quality materials ({{Cite|Barab & Luehmann|2003}}; {{Cite|Baumgartner|2004}}; {{Cite|Davis|2006}})
* Teacher adaptations driven by teachers' contexts, student needs, learning goals, etc. ({{Cite|Drake & Sherin|2006}}; [[Forbes & Davis (2010) JRST|Forbes & Davis (2010c)]]; {{Cite|Lewis & Tsuchida|1998}}; {{Cite|Nicol & Crespo|2006}}; {{Cite|Pintó|2005}}; {{Cite|Remillard & Bryans|2004}}; {{Cite|Valencia, Place, Martin, & Grossman|2006}})
* Davis et al describe (p. 797) ''[[pedagogical design capacity]]'' as a "teacher's ability to employ personal resources as well as resources embedded in the materials themselves to make productive changes to curriculum materials" ({{Cite|Brown|2009}})
* Some teachers make unproductive changes to curriculum or fail to make needed changes ({{Cite|Collopy|2003}}; {{Cite|Pintó|2005}}; {{Cite|Remillard|2005}}; {{Cite|Schneider & Krajcik|2002}}; {{Cite|Schwarz et al.|2008}})
* Teaching elementary science is challenging due to
** Teachers' limited subject matter knowledge ({{Cite|Abell|2007}}; {{Cite|Anderson & Mitchener|1994}}; {{Cite|Davis, Petish, & Smithey|2006}}) and scientific inquiry (e.g., {{Cite|Bryan|2003}})
** A lack of confidence teaching science ({{Cite|Cochran & Jones|1998}})
** Limited access to resources (e.g., {{Cite|Peers, Diezmann, & Watters|2003}})
** Limited time for teaching science in U.S. schools ({{Cite|Marx & Harris|2006}}; {{Cite|Morton & Dalton|2007}}) and in other countries (e.g., {{Cite|Appleton|2007}}; {{Cite|Fensham|2008}}; {{Cite|Gustafson, Guilbert, & MacDonald|2002}})
* ''[[educative curriculum materials|Educative curriculum materials]]'' are designed to promote both teacher and student learning ({{Cite|Ball & Cohen|1996}}; [[Beyer & Davis (2009) JLS|Beyer & Davis, 2009a]]; {{Cite|Brown|2009}}; {{Cite|Davis & Krajcik|2005}}; {{Cite|Forbes & Davis|2008}}; {{Cite|Schneider & Krajcik|2002}})
* ''Narratives'' are short accounts of a lesson
** Can incorporate suggestions for making lessons student-directed ({{Cite|Davis, Smithey, & Petish|2004}})
** Situating supports in teachers' accounts of the lesson may be useful ({{Cite|Putnam & Borko|2000}})
** Can help teachers attend to student thinking ({{Cite|Dietz & Davis|2009}}) and adopt instructional strategies ([[Beyer & Davis (2009) CI|Beyer & Davis, 2009b]])
 
=== Research Questions and Methods ===
 
=== Results and Discussion ===
 
== Also ==
 
=== APA ===
 
Davis, E. A., Beyer, C., Forbes, C. T., & Stevens, S. (2011). Understanding pedagogical design capacity through teachers' narratives. ''Teaching and Teacher Education'', 27(4), 797–810. doi:10.1016/j.tate.2011.01.005
 
=== BibTeX ===


==Cite==
;APA
: Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. ''Educational Psychologist'', 31(3-4), 175–190. doi:10.1080/00461520.1996.9653265
;BibTeX
<pre>
<pre>
@article{Davis2011,
@article{Cobb1996a,
author = {Davis, Elizabeth A. and Beyer, Carrie and Forbes, Cory T. and Stevens, Shawn},
author = {Cobb, Paul and Yackel, Erna},
doi = {10.1016/j.tate.2011.01.005},
doi = {10.1080/00461520.1996.9653265},
journal = {Teaching and Teacher Education},
journal = {Educational Psychologist},
keywords = {Curriculum materials,Educative curriculum materials,Elementary school teachers,Elementary science},
number = {3-4},
number = {4},
pages = {175--190},
pages = {797--810},
title = {{Constructivist, emergent, and sociocultural perspectives in the context of developmental research}},
title = {{Understanding pedagogical design capacity through teachers' narratives}},
url = {http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265},
url = {http://www.sciencedirect.com/science/article/pii/S0742051X11000060},
volume = {31},
volume = {27},
year = {1996}
year = {2011}
}
}
</pre>
</pre>


[[Category:Journal Articles]]
[[Category:Journal Articles]]
[[Category:Teaching and Teacher Education (journal)]]
[[Category:Educational Psychologist]]
[[Category:2011]]
[[Category:1996]]
[[Category:Curriculum Use]]
[[Category:Learning Sciences]]

Latest revision as of 20:34, 29 May 2021

Constructivist, Emergent, and Sociocultural Perspectives in the Context of Developmental Research

Abstract

Our overall intent is to clarify relations between the psychological constructivist, sociocultural, and emergent perspectives. We provide a grounding for the comparisons in the first part of the article by outlining an interpretive framework that we developed in the course of a classroom-based research project. At this level of classroom processes, the framework involves an emergent approach in which psychological constructivist analyses of individual activity are coordinated with interactionist analyses of classroom interactions and discourse. In the second part of the article, we describe an elaboration of the framework that locates classroom processes in school and societal contexts. The perspective taken at this level is broadly sociocultural and focuses on the influence of individuals' participation in culturally organized practices. In the third part of the article, we use the discussion of the framework as a backdrop against which to compare and contrast the three theoretical perspectives. We discuss how the emergent approach augments the psychological constructivist perspective by making it possible to locate analyses of individual students' constructive activities in social context. In addition, we consider the purposes for which the emergent and sociocultural perspectives might be particularly appropriate and observe that they together offer characterizations of individual students' activities, the classroom community, and broader communities of practice.

Cite

APA
Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31(3-4), 175–190. doi:10.1080/00461520.1996.9653265
BibTeX
@article{Cobb1996a,
author = {Cobb, Paul and Yackel, Erna},
doi = {10.1080/00461520.1996.9653265},
journal = {Educational Psychologist},
number = {3-4},
pages = {175--190},
title = {{Constructivist, emergent, and sociocultural perspectives in the context of developmental research}},
url = {http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265},
volume = {31},
year = {1996}
}
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