Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-76fb5796d-22dnz Total loading time: 0 Render date: 2024-04-26T23:45:14.902Z Has data issue: false hasContentIssue false

32 - Teacher Learning Research and the Learning Sciences

Published online by Cambridge University Press:  05 June 2012

By
Barry J. Fishman  and
Elizabeth A. Davis
Edited by
R. Keith Sawyer
Barry J. Fishman
Affiliation:
University of Michigan
Elizabeth A. Davis
Affiliation:
University of Michigan
R. Keith Sawyer
Affiliation:
Washington University, St Louis
Get access

Summary

Teacher learning is an active area for research in education, and although the learning sciences have not been primarily focused on teacher learning, teacher education, or professional development, we argue that the perspectives our field brings to the study of teachers' learning offer great promise. Learning sciences researchers – guided by the cognitive, sociocognitive, sociocultural, and systems-oriented perspectives that are prevalent in our field – have made contributions to and extended research on teacher learning in new and significant directions.

Fostering change in classroom learning and teaching is a central concern of the learning sciences, and teachers are a cornerstone of nearly all formal instructional systems. Teachers are the ultimate interpreters of any classroom-based intervention, and are responsible for a large amount of variance in the effects of instructional interventions – this is known as the “teacher effect” (Nye, Konstantopoulos, & Hedges, 2004). If learning sciences researchers are interested in translating research into practice to effect change at the classroom level – and we believe that they are – it is imperative that the field pay careful attention to how teachers learn their craft and learn to effectively enact the innovations (technologies, curricula, etc.) that emerge from learning sciences research (Fishman et al., 2004).

Type
Chapter
Information
The Cambridge Handbook of the Learning Sciences , pp. 535 - 550
Publisher: Cambridge University Press
Print publication year: 2005

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is – or might be – the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6–8.Google Scholar
Barab, S. A., MaKinster, J., Moore, J. A., Cunningham, D. J., & The ILF Design Team. (2001). Designing and building an on-line community: The struggle to support sociability in the Inquiry Learning Forum. Educational Technology Research and Development, 49(4), 71–96.CrossRefGoogle Scholar
Barab, S. A., MaKinster, J., & Scheckler, R. (2004). Designing system dualities: Characterizing an online professional development community. In Barab, S. A., Kling,, R. & Gray, J. H. (Eds.), Designing for virtual communities in the service of learning (pp. 53–90). Cambridge, MA: Cambridge University Press.CrossRefGoogle Scholar
Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K., & Williams, S. M. (1990). Anchored instruction: Why we need it and how technology can help. In Nix, D. & Spiro, R. (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology (pp. 115–141). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141–178.CrossRefGoogle Scholar
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.CrossRefGoogle Scholar
Chaney-Cullen, T., & Duffy, T. M. (1998). Strategic teaching frameworks: Multimedia to support teacher change. The Journal of the Learning Sciences, 8, 1–40.CrossRefGoogle Scholar
Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13–20.CrossRefGoogle Scholar
Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13.CrossRefGoogle Scholar
Cohen, D. K., & Hill, H., C. (1998). State policy and classroom performance: Mathematics reform in California (CPRE Policy Brief No. RB-23). Philadelphia, PA: Consortium for Policy Research in Education.Google Scholar
Davis, E. A., & Krajcik, J. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34, 3–14.CrossRefGoogle Scholar
Davis, E. A., Smithey, J., & Petish, D. (2004). Designing an online learning environment for new elementary science teachers: Supports for learning to teach. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon,, A. S. & Herrera, F. (Eds.), Proceedings of the 6th International Conference of the Learning Sciences (pp. 594). San Diego: Lawrence Erlbaum Associates.Google Scholar
Derry, S. J., & Hmelo-Silver, C. (2002). Addressing teacher education as a complex science: Theory-based studies within the STEP project. In Bell, P., Stevens,, R. & Satwicz, T. (Eds.), International Conference of the Learning Sciences (ICLS) (pp. 611–615). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Derry, S. J., Seymour, J., Steinkuehler, C., Lee, J., & Siegel, M. A. (2004). From ambitious vision to partially satisfying reality: An evolving socio-technical design supporting community and collaborative learning in teacher education. In Barab, S. A., Kling,, R. & Gray, J. H. (Eds.), Designing for virtual communities in the service of learning (pp. 256–295). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055.CrossRefGoogle Scholar
Fishman, B. (2003). Linking on-line video and curriculum to leverage community knowledge. In Brophy, J. (Ed.), Advances in research on teaching: Using video in teacher education (Vol. 10, pp. 201–234). New York: Elsevier.Google Scholar
Fishman, B., & Duffy, T. M. (1992). Classroom restructuring: What do teachers really need? Educational Technology Research and Development, 40(3), 95–111.CrossRefGoogle Scholar
Fishman, B., Marx, R., Best, S., & Tal, R. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education, 19(6), 643–658.CrossRefGoogle Scholar
Fishman, B., Marx, R., Blumenfeld, P., Krajcik, J. S., & Soloway, E. (2004). Creating a framework for research on systemic technology innovations. The Journal of the Learning Sciences, 13(1), 43–76.CrossRefGoogle Scholar
Frederiksen, J. R., Sipusic, M., Sherin, M., & Wolfe, E. (1998). Video portfolio assessment: Creating a framework for viewing the functions of teaching. Educational Assessment, 5(4), 225–297.CrossRefGoogle Scholar
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.CrossRefGoogle Scholar
Geier, B., Blumenfeld, P., Marx, R., Krajcik, J. S., Fishman, B., & Soloway, E. (2004). Standardized test outcomes of urban students participating in standards and project-based science curricula. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon,, A. S. & Francisco, H. (Eds.), Proceedings of the Sixth International Conference of the Learning Sciences (pp. 206–213). Santa Monica, CA: Lawrence Erlbaum Associates.Google Scholar
Greeno, J. G., Collins, A., & Resnick, L. B. (1996). Cognition and learning. In Berliner, D. & Calfee, R. (Eds.), Handbook of educational psychology (pp. 15–46). New York: Macmillan.Google Scholar
Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942–1012.CrossRefGoogle Scholar
Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3–15.CrossRefGoogle Scholar
Honey, M., Bennett, D., Hupert, N., Kanze, B., Meade, T., Panush, E. M.. (1994). The mathematics learning forums online: Using telecommunications as a tool for reflective practice. Machine-Mediated Learning, 4(2–3), 163–176.Google Scholar
Kennedy, M. (1999). Form and substance in mathematics and science professional development (NISE Brief No. 3(2)). Madison, WI: National Center for Improving Science Education. Retrieved, from http://www.wcer.wisc.edu/nise/Publications/Briefs/Vol_3_No_2/Vol.3,No.2.pdf, Accessed November 23, 2005.Google Scholar
Koschmann, T., Kelson, A. C., Feltovich, P. J., & Barrows, H. S. (1996). Computer-supported problem-based learning: A principled approach to the use of computers in collaborative learning. In Koschmann, T. (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 83–124). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Krajcik, J. S., & Reiser, B. J. (2003, April). Design principles for developing inquiry materials with embedded technologies. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.Google Scholar
Krajcik, J. S., Soloway, E., Blumenfeld, P., Marx, R. W., Ladewski, B., Bos, N.. (1996). The Casebook of Project Practices: An example of an interactive multimedia system for professional development. Journal of Computers in Mathematics and Science Teaching, 15, 119–135.Google Scholar
Kubitskey, B., Fishman, B., & Marx, R. (2004, April). Teacher learning from reform-based professional development and its impact on student learning: A case study. Paper presented at the Annual Meeting of the National Association of Research on Science Teaching, Vancouver, Canada.Google Scholar
Lambdin, D., Duffy, T. M., & Moore, J. A. (1997). Using an interactive information system to expand preservice teachers' visions of effective mathematics teaching. Journal of Technology and Teacher Education, 5, 171–202.Google Scholar
Lampert, M., & Ball, D. L. (1998). Teaching, multimedia, and mathematics: Investigations of real practice. New York: Teachers College Press.Google Scholar
Linn, M. C., Clark, D., & Slotta, J. D. (2003). WISE design for knowledge integration. Science Education, 87(4), 517–538.CrossRefGoogle Scholar
Linn, M. C., Davis, E. A., & Bell, P. (2004). Internet environments for science education. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Linn, M. C., Davis, E. A., & Eylon, B.-S. (2004). The scaffolded knowledge integration framework for instruction. In Linn, M. C., Davis,, E. A. & Bell, P. (Eds.), Internet environments for science education (pp. 47–72). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.Google Scholar
Loucks-Horsley, S., & Matsumoto, C. (1999). Research on professional development for teachers of mathematics and science: The state of the scene. School Science and Mathematics, 99(5), 258–271.CrossRefGoogle Scholar
Marx, R. W., Blumenfeld, P., Krajcik, J. S., Fishman, B., Soloway, E., Geier, B.. (2004). Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform. Journal of Research in Science Teaching, 41(10), 1063–1080.CrossRefGoogle Scholar
Marx, R. W., Blumenfeld, P., Krajcik, J. S., & Soloway, E. (1998). New technologies for teacher professional development. Teaching and Teacher Education, 14(1), 33–52.CrossRefGoogle Scholar
McMahon, T. A. (1996). From isolation to interaction? Computer-mediated communications and teacher professional development. Unpublished doctoral dissertation, Indiana University, Bloomington, IN.Google Scholar
Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237–257.CrossRefGoogle Scholar
Palincsar, A. S., Spiro, R. J., & Magnusson, S. J. (2004). Investigating the feasibility of scaling up effective reading comprehension instruction using innovative case-based hypermedia (IERI Proposal No. REC-0343578). Arlington, VA: National Science Foundation. Retrieved October 20, 2004, from http://www.nsf.gov/awardsearch/showAward.do?AwardNumber=0343578.Google Scholar
Pea, R. D. (1993). Practices of distributed intelligence and designs for education. In Salomon, G. (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 47–87). New York: Cambridge University Press.Google Scholar
Petish, D. (2004). Using educative curriculum materials to support new elementary science teachers' learning and practice. Unpublished doctoral dissertation, University of Michigan, Ann Arbor, MI.Google Scholar
Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.CrossRefGoogle Scholar
Reiser, B. J., Spillane, J. P., Steinmuller, F., Sorsa, D., Carney, K., & Kyza, E. (2000). Investigating the mutual adaptation process in teachers' design of technology-infused curricula. In Fishman, B. & O'Connor-Divelbiss, S. (Eds.), Proceedings of the Fourth International Conference of the Learning Sciences (pp. 342–349). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Renninger, K. A., & Shumar, W. (2004). The centrality of culture and community to participant learning at and with The Math Forum. In Barab, S. A., Kling,, R. & Gray, J. H. (Eds.), Designing for virtual communities in the service of learning (pp. 181–209). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In Sikula, J., Buttery,, T. & Guyton, E. (Eds.), Handbook of research on teacher education (pp. 102–119). New York: Simon & Schuster Macmillan.Google Scholar
Richardson, V., & Anders, P. L. (1994). The study of teacher change. In Richardson, V. (Ed.), Teacher change and the staff development process: A case in reading instruction (pp. 159–180). New York: Teachers College Press.Google Scholar
Riel, M., & Levin, J. A. (1990). Building electronic communities: Success and failure in computer networking. Instructional Science, 19, 145–169.CrossRefGoogle Scholar
Riel, M., & Polin, L. (2004). Online learning communities: Common ground and critical differences in designing technical environments. In Barab, S. A., Kling,, R. & Gray, J. H. (Eds.), Designing for virtual communities in the service of learning (pp. 16–50). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Rockman et al. (1996). Evaluation of PBS Mathline middle school mathematics project 1995–1996: The Second Year. San Francisco, CA: Rockman et al. Retrieved October 15, 2004, from http://rockman.com/projects/pbs/Mathline.pdf.
Ruopp, R. R., Gal, S., Drayton, B., & Pfister, M. (1993). LabNet: Toward a community of practice. Hillsdale, NJ: Lawrence Erlbaum Associate.Google Scholar
Schank, P., Fenton, J., Schlager, M. S., & Fusco, J. (1999). From MOO to MEOW: Domesticating technology for online communities. In Hoadley, C. M. & Roschelle, J. M. (Eds.), Proceedings of the Conference on Computer Support for Collaborative Learning (pp. 518–526). Palo Alto, CA: Stanford University.Google Scholar
Schaverien, L. (2000). Towards research-based designing for understanding functional concepts: The case of the web-delivered Generative Virtual Classroom for teacher education. Australian Journal of Educational Technology, 16(1), 1–12.Google Scholar
Schaverien, L. (2003). Teacher education in the Generative Virtual Classroom: Developing learning theories through a web-delivered, technology-and-science education context. International Journal of Science Education, 25(12), 1451–1469.CrossRefGoogle Scholar
Schaverien, L., & Cosgrove, M. (1997). Learning to teach generatively: Mentor-supported professional development and research in technology-and-science. The Journal of the Learning Sciences, 6(3), 317–346.CrossRefGoogle Scholar
Schlager, M. S., & Fusco, J. (2004). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? In Barab, S. A., Kling,, R. & Gray, J. H. (Eds.), Designing for virtual communities in the service of learning (pp. 120–153). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Schlager, M. S., Fusco, J., Koch, M., Crawford, B., & Phillips, M. (2003, July). Designing equity and diversity into online strategies to support new teachers. Paper presented at the National Educational Computing Conference, Seattle, WA.Google Scholar
Schlager, M. S., Fusco, J., & Schank, P. (2002). Evolution of an online education community of practice. In Renninger, K. A. & Shumar, W. (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 129–158). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Schneider, R. M., & Krajcik, J. S. (2002). Supporting science teacher learning: The role of educative curriculum materials. Journal of Science Teacher Education, 13(3), 221–245.CrossRefGoogle Scholar
Sherin, M. G. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20, 163–183.CrossRefGoogle Scholar
Shrader, G., & Gomez, L. (1999). Design research for the Living Curriculum. In Hoadley, C. M. & Roschelle, J. M. (Eds.), Proceedings of the Conference on Computer Support for Collaborative Learning (pp. 527–537). Palo Alto, CA: Stanford University.Google Scholar
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.CrossRefGoogle Scholar
Shumar, W., & Renninger, K. A. (2002). On conceptualizing community. In Renninger, K. A. & Shumar, W. (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 1–17). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Singer, J., Marx, R. W., Krajcik, J. S., & Clay-Chambers, J. (2000). Constructing extended inquiry projects: Curriculum materials for science education reform. Educational Psychologist, 35(3), 165–178.CrossRefGoogle Scholar
Slotta, J. D. (2004). The Web-based Inquiry Science Environment (WISE): Scaffolding knowledge integration in the science classroom. In Linn, M. C., Davis,, E. A. & Bell, P. (Eds.), Internet environments for science education (pp. 203–231). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Smithey, J., & Davis, E. A. (2004). Preservice elementary teachers' identity development: Identifying with particular images of inquiry. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), Proceedings of the 6th International Conference of the Learning Sciences (pp. 635). San Diego: Lawrence Erlbaum Associates.Google Scholar
Songer, N. B. (1996). Exploring learning opportunities in coordinated network-enhanced classrooms: A case of kids as global scientists. The Journal of the Learning Sciences, 5(4), 297–327.CrossRefGoogle Scholar
Spiro, R. J., Coulson, R. L., Feltovich, P. J., & Anderson, D. (1988). Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains. In Proceedings of the Tenth Annual Conference of the Cognitive Science Society (pp. 375–383). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
The Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8.CrossRef
Thomas, G., Wineburg, S., Grossman, P., Myhre, O., & Woolworth, S. (1998). In the company of colleagues: An interim report on the development of a community of teacher learners. Teaching and Teacher Education, 14(1), 21–32.CrossRefGoogle Scholar
Vrasidas, C., & Glass, G. V. (2004). Teacher professional development: Issues and trends. In Vrasidas, C. & Glass, G. V. (Eds.), Online professional development for teachers (pp. 1–11). Greenwich, CT: Information Age Publishing.Google Scholar
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Wise, A., Chang, J.-Y., Duffy, T. M., & Valle, R. (2004). The effects of teacher social presence on student satisfaction, engagement, and learning. Journal of Educational Computing Research, 31(3), 247–271.CrossRefGoogle Scholar
Wiske, M. S., & Perkins, D. N. (2005). Dewey goes digital: Scaling up constructivist pedagogies and the promise of new technologies. In Dede, C., Honan,, J. & Peters, L. (Eds.), Scaling up success: Lessons learned from technology-based educational improvement (pp. 27–47). New York: Jossey-Bass.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×