Given the difficulty in learning teaching that aims for the ambitious student learning goals prescribed in current standards documents, supports are needed in order to develop and sustain teachersâ enactment of ambitious instruction. Teacher workgroups are a common strategy for instructional improvement, but how teachers engage in activities during workgroup time shapes the learning opportunities that can develop. In this comparative case study, I take a situative view of learning to examine the learning opportunities afforded in workgroup meetings with middle-school math teachers and pedagogically expert facilitators. Using interaction analysis, I analyze how tools are used by facilitators during workgroup meetings. Both the nature of the tool and facilitatorsâ orientations towards those tools shaped the learning opportunities available to teachers. This work provides an example of the not-sufficient nature of tool use and emphasizes that how tools are used mediates the extent to which the tools can support teachersâ learning.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-07212016-105215 |
| Date | 24 July 2016 |
| Creators | Brasel, Jason Thomas |
| Contributors | Ilana S. Horn, Ph.D., Barbara Stengel, Ph.D. |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-07212016-105215/ |
| Rights | restricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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