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A qualifying paper submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Abstract: A central issue of responsive teaching involves how teachers decide, tacitly or explicitly, to distribute their attention in the classroom. Even within the narrow realm of attending and responding to the substance of student thinking, teachers must constantly ... read moremake decisions about what student thinking to pursue and how to pursue it. In this paper, we explore a third-grade teacher’s shift in the scope of her attention, from a wider consideration of the class’s sense of what they are doing—their epistemological framing—to a more narrow consideration of the conceptual substance of particular ideas. We claim that a key factor influencing the teacher’s scoping of attention is her sense of the stability of students’ framing.read less
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