Conference proceeding
Learning Through Feedback: Understanding Early-Career Teachers’ Learning Using Online Video Platforms
Advances in Quantitative Ethnography - 4th International Conference, ICQE 2022, Proceedings, v 1785, pp 201-213
2023
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
This study examines the patterns of feedback among early-career elementary mathematics teachers participating in an online inquiry group focused on the practice of number talk routines. Number Talk Routines are instructional practices designed to help facilitate students’ computational fluency in ways that promote flexible number sense. Teachers facilitate these discussions using responsive teaching practices that elicit student thinking and highlight how students’ strategies relate to each other and to key mathematical concepts. Data for this study come from time-stamped feedback comments posted by members of the inquiry group to correspond with specific moments during each participant’s number talk routine. Epistemic network analysis was used to examine the patterns in the form and content of feedback over time. The results suggest that early-career teachers became more reflective in their feedback, connecting their own practices to the work of others and focusing more on teachers’ decision making that supported enactment of responsive teaching practices.
Metrics
1 Record Views
Details
- Title
- Learning Through Feedback: Understanding Early-Career Teachers’ Learning Using Online Video Platforms
- Creators
- Lara Condon - University of PennsylvaniaAmanda Barany - Drexel UniversityJanine Remillard - University of PennsylvaniaCaroline Ebby - University of PennsylvaniaLindsay Goldsmith-Markey - University of Pennsylvania
- Publication Details
- Advances in Quantitative Ethnography - 4th International Conference, ICQE 2022, Proceedings, v 1785, pp 201-213
- Publisher
- Springer Nature
- Number of pages
- 13
- Grant note
- Wisconsin Alumni Research Foundation (http://data.elsevier.com/vocabulary/SciValFunders/100001395) DRL-1713110; DRL1661036 / National Science Foundation (http://data.elsevier.com/vocabulary/SciValFunders/100000001) National Science Foundation (100000001) National Science Foundation of Sri Lanka (501100008982) National Science Foundation (http://data.elsevier.com/vocabulary/SciValFunders/100000001) Office of the Vice Chancellor for Research and Graduate Education, University of Wisconsin-Madison (http://data.elsevier.com/vocabulary/SciValFunders/100012787)
- Resource Type
- Conference proceeding
- Language
- English
- Academic Unit
- School of Education
- Web of Science ID
- WOS:001603219900014
- Scopus ID
- 2-s2.0-85161432516
- Other Identifier
- 991022207076204721
UN Sustainable Development Goals (SDGs)
This publication has contributed to the advancement of the following goals:
Source: SDGs in the Output
InCites Highlights
Data related to this publication, from InCites Benchmarking & Analytics tool:
- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research
- Education, Scientific Disciplines