We report Design-Based Implementation Research (DBIR) on a year-long project-based AP Environment... more We report Design-Based Implementation Research (DBIR) on a year-long project-based AP Environmental Science curriculum in 11 classrooms in two urban districts. We report its impact on students' engagement, practice-linked identities as environmental citizens and performance on a complex transfer task. Results from the initial design-redesign phase in a suburban district were replicated. Implementation data provided new information about how two design features (positioning students as change agents in their own lives and gradually widening from local to global issues) contributed to engagement and identity development. Major Issues Addressed Environmental Science courses naturally fall at the boundary between science and citizenship. Students learn not only the scientific concepts and processes needed to understand the world around them, they learn their roles and responsibilities as citizens in the ongoing interaction between humans and that environment – their " practice-linked identities (Nasir & Hand, 2008). " An unfortunate byproduct of students' increased knowledge about current environmental problems might be a sense of " doom and gloom. " In making sense of issues of sustainability and human impact on the environment, students may learn to be passive, coming to believe that environmental problems are so big that an individual can have no meaningful impact. In a project-based curriculum, this could lead to student disengagement with real-world and simulated activities that are the spine of the course (Parker, et al, 2013). We designed and tested an experimental, project-based, Advanced Placement Environmental Science (APES) course focused on increasing engagement with scientifically-informed practices by (1) emphasizing students' agency in making decisions that affect the environment and (2) supporting the development of practice-linked identities as environmental citizens. In this PBL curriculum, projects are the spine of the course, meant to provide a context and purpose for all learning activities. After a two-year design-test-redesign-test cycle in a suburban school (Goodell et al 2014), we used DBIR to study the implementation of the curriculum in 11 classrooms in two urban districts and its impact on students' practice-linked identities as environmental citizens, self-reported interest in environmental issues, and performance on a transfer task requiring hypothesis generation, requesting additional information, supporting/refuting hypotheses and proposing solutions to a real-world environmental problem.
International Journal of Educational Research, Jan 1, 2011
Student teaching is contested ground for teacher candidates’ learning. Struggling to implement pr... more Student teaching is contested ground for teacher candidates’ learning. Struggling to implement practises when expectations of university and schools are inconsistent, they experience conflicts between these two worlds. In this article, we conceptualise student teaching as a space where conflicts can be generative for candidates’ learning. We use the idea of productive friction—dissonance experienced by teacher candidates when two or more social worlds conflict that leads to more sophisticated practise—to consider student teaching as a potential boundary space that benefits from diverse perspectives. Drawing on ethnographic data, we contrast the cases of four candidates’ productive and unproductive friction during student teaching. Furthermore, we discuss the qualities of student teaching that can promote productive friction for learning.► We consider student teaching as a potential boundary space in teacher education. ► We use the ides of productive friction to explain the experiences of student teachers. ► Friction was productive when mentors offered critical feedback on important practises. ► Student teaching is a potential space for a variety of critical perspectives to meet.
Recently, researchers and policymakers have begun to question the role of professional education ... more Recently, researchers and policymakers have begun to question the role of professional education in learning to teach. This inquiry reflects skepticism about the contributions of teacher education, which is, in turn, fueled by popular ideas about the work of teaching: teachers are born not made, or that real learning begins once novices arrive in the classroom (Britzman, 2003). Despite its sometimes dubi-
Interpersonal Regulation of Learning and Motivation: Methodological Advances, Dec 20, 2012
How do you trace development in ways that adequately account for both individuals and their conte... more How do you trace development in ways that adequately account for both individuals and their contexts? While earlier studies of motivation certainly attended to issues of context, this question has taken on greater urgency as the field shifts its theoretical understanding of the relationships between people and the world. Instead of seeing context as a variable in—or even as the site of—individuals' cognitive development, new views on learning suggest that motivations are co-constituted by individuals and context, demanding a simultaneous ...
... Annenberg Foundation. The statements made and views expressed are solely the responsibility o... more ... Annenberg Foundation. The statements made and views expressed are solely the responsibility of the authors. Correspondence regarding this analysis may be sent to Ilana Horn at lanihorn@u.washington.edu. Page 2. Developing Practices in Multiple Worlds 2 Abstract ...
The effects of a visible author (one who reveals aspects of him- or herself) on women’s experienc... more The effects of a visible author (one who reveals aspects of him- or herself) on women’s experience reading statistical texts were examined among 47 female college students who read texts that differed in the extent to which the author revealed attitudes and personality. Data included "think-and-feel-aloud" protocols, measures of concentration, mood, level of perceived challenge, and readers’ images of the author. Women reading the visible author text interacted with the author while reading; this relationship appeared to influence the relations among comprehension, motivation, and affective response. For these women, author image and initial self-efficacy for statistics were related to cognitive engagement, feelings of accomplishment, and intrinsic motivation. Implications for text construction and methodology in research on the interaction of cognition and affect during learning tasks are discussed.
ABSTRACT Perry and Winne (2006) describe their computer program, ‘gStudy’, and argue that it faci... more ABSTRACT Perry and Winne (2006) describe their computer program, ‘gStudy’, and argue that it facilitates valid measurement of self-regulated learning (SRL) over time. This commentary addresses the assumptions underlying this argument and raises additional validity questions regarding the use of this tool. These include issues related to the development of SRL in young children, the difficulty in embedding assessments in a learning tool, and the extent to which the log analyzer can separate SRL sequences from other behavior. Finally, the extent to which behavior ‘inside’ gStudy reflects SRL in other contexts is discussed.
We report Design-Based Implementation Research (DBIR) on a year-long project-based AP Environment... more We report Design-Based Implementation Research (DBIR) on a year-long project-based AP Environmental Science curriculum in 11 classrooms in two urban districts. We report its impact on students' engagement, practice-linked identities as environmental citizens and performance on a complex transfer task. Results from the initial design-redesign phase in a suburban district were replicated. Implementation data provided new information about how two design features (positioning students as change agents in their own lives and gradually widening from local to global issues) contributed to engagement and identity development. Major Issues Addressed Environmental Science courses naturally fall at the boundary between science and citizenship. Students learn not only the scientific concepts and processes needed to understand the world around them, they learn their roles and responsibilities as citizens in the ongoing interaction between humans and that environment – their " practice-linked identities (Nasir & Hand, 2008). " An unfortunate byproduct of students' increased knowledge about current environmental problems might be a sense of " doom and gloom. " In making sense of issues of sustainability and human impact on the environment, students may learn to be passive, coming to believe that environmental problems are so big that an individual can have no meaningful impact. In a project-based curriculum, this could lead to student disengagement with real-world and simulated activities that are the spine of the course (Parker, et al, 2013). We designed and tested an experimental, project-based, Advanced Placement Environmental Science (APES) course focused on increasing engagement with scientifically-informed practices by (1) emphasizing students' agency in making decisions that affect the environment and (2) supporting the development of practice-linked identities as environmental citizens. In this PBL curriculum, projects are the spine of the course, meant to provide a context and purpose for all learning activities. After a two-year design-test-redesign-test cycle in a suburban school (Goodell et al 2014), we used DBIR to study the implementation of the curriculum in 11 classrooms in two urban districts and its impact on students' practice-linked identities as environmental citizens, self-reported interest in environmental issues, and performance on a transfer task requiring hypothesis generation, requesting additional information, supporting/refuting hypotheses and proposing solutions to a real-world environmental problem.
International Journal of Educational Research, Jan 1, 2011
Student teaching is contested ground for teacher candidates’ learning. Struggling to implement pr... more Student teaching is contested ground for teacher candidates’ learning. Struggling to implement practises when expectations of university and schools are inconsistent, they experience conflicts between these two worlds. In this article, we conceptualise student teaching as a space where conflicts can be generative for candidates’ learning. We use the idea of productive friction—dissonance experienced by teacher candidates when two or more social worlds conflict that leads to more sophisticated practise—to consider student teaching as a potential boundary space that benefits from diverse perspectives. Drawing on ethnographic data, we contrast the cases of four candidates’ productive and unproductive friction during student teaching. Furthermore, we discuss the qualities of student teaching that can promote productive friction for learning.► We consider student teaching as a potential boundary space in teacher education. ► We use the ides of productive friction to explain the experiences of student teachers. ► Friction was productive when mentors offered critical feedback on important practises. ► Student teaching is a potential space for a variety of critical perspectives to meet.
Recently, researchers and policymakers have begun to question the role of professional education ... more Recently, researchers and policymakers have begun to question the role of professional education in learning to teach. This inquiry reflects skepticism about the contributions of teacher education, which is, in turn, fueled by popular ideas about the work of teaching: teachers are born not made, or that real learning begins once novices arrive in the classroom (Britzman, 2003). Despite its sometimes dubi-
Interpersonal Regulation of Learning and Motivation: Methodological Advances, Dec 20, 2012
How do you trace development in ways that adequately account for both individuals and their conte... more How do you trace development in ways that adequately account for both individuals and their contexts? While earlier studies of motivation certainly attended to issues of context, this question has taken on greater urgency as the field shifts its theoretical understanding of the relationships between people and the world. Instead of seeing context as a variable in—or even as the site of—individuals' cognitive development, new views on learning suggest that motivations are co-constituted by individuals and context, demanding a simultaneous ...
... Annenberg Foundation. The statements made and views expressed are solely the responsibility o... more ... Annenberg Foundation. The statements made and views expressed are solely the responsibility of the authors. Correspondence regarding this analysis may be sent to Ilana Horn at lanihorn@u.washington.edu. Page 2. Developing Practices in Multiple Worlds 2 Abstract ...
The effects of a visible author (one who reveals aspects of him- or herself) on women’s experienc... more The effects of a visible author (one who reveals aspects of him- or herself) on women’s experience reading statistical texts were examined among 47 female college students who read texts that differed in the extent to which the author revealed attitudes and personality. Data included "think-and-feel-aloud" protocols, measures of concentration, mood, level of perceived challenge, and readers’ images of the author. Women reading the visible author text interacted with the author while reading; this relationship appeared to influence the relations among comprehension, motivation, and affective response. For these women, author image and initial self-efficacy for statistics were related to cognitive engagement, feelings of accomplishment, and intrinsic motivation. Implications for text construction and methodology in research on the interaction of cognition and affect during learning tasks are discussed.
ABSTRACT Perry and Winne (2006) describe their computer program, ‘gStudy’, and argue that it faci... more ABSTRACT Perry and Winne (2006) describe their computer program, ‘gStudy’, and argue that it facilitates valid measurement of self-regulated learning (SRL) over time. This commentary addresses the assumptions underlying this argument and raises additional validity questions regarding the use of this tool. These include issues related to the development of SRL in young children, the difficulty in embedding assessments in a learning tool, and the extent to which the log analyzer can separate SRL sequences from other behavior. Finally, the extent to which behavior ‘inside’ gStudy reflects SRL in other contexts is discussed.
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Papers by Susan Nolen