| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000436103 |
| 005 | | 20200228132711 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781687980953 |
| 035 | |
▼a (MiAaPQ)AAI27539466 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 370 |
| 100 | 1 |
▼a Gomoll, Andrea. |
| 245 | 10 |
▼a Co-designing Problem-based Learning Experiences That Empower Students to Create Change: Professional Vision in the Work of Co-design. |
| 260 | |
▼a [S.l.]:
▼b Indiana University.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 255 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-06, Section: A. |
| 500 | |
▼a Advisor: Hmelo-Silver, Cindy E. |
| 502 | 1 |
▼a Thesis (Ph.D.)--Indiana University, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 506 | |
▼a This item must not be added to any third party search indexes. |
| 520 | |
▼a This study explores how one instructor (pseudonym Brenda) constructed and refined her professional vision (i.e., noticing, interpreting, and responding to classroom interactions) as she worked alongside a researcher (myself) to create and facilitate a human-centered robotics curriculum that asked students to design and build robots that could address social and emotional needs in their school community. This dissertation captures a rich example of curriculum codesign and extends current research centered on teacher professional vision (PV)-considering how PV is dynamically constructed in co-design that occurs before and throughout curriculum implementation. Within the research-practice partnership described here, collaborative video analysis of past and current implementations of our robotics curriculum served as a boundary object, or shared space for meaning making, for design partners. Co-design cycles are identified and traced throughout the analysis-highlighting how PV was constructed and refined throughout the work of co-design. Using a PV framework and drawing upon discourse analysis and interactional ethnography methodologies, I examine how video viewing and analysis collaboratively done by design partners allowed us to communicate about and iteratively adapt how this curriculum was enacted. This design-based research study informs how we might better support teachers in the important work of cultivating experiences for students that extend beyond the classroom-impacting communities and student perspectives over time. |
| 590 | |
▼a School code: 0093. |
| 650 | 4 |
▼a Education. |
| 690 | |
▼a 0515 |
| 710 | 20 |
▼a Indiana University.
▼b School of Education. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-06A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0093 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15494363
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |