Williams-Candek, Maryellen
(2015)
Productive Disciplinary Engagement: Framework for Design.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
This investigation explored the ways in which the four principles of productive disciplinary engagement (Engle & Conant, 2002) may be used as a tool for informing the design of the norms, structures, and classroom features that combine to form a learning environment that supports the CCSS-M. The study examined both the instructional practices employed by the teacher and the nature of student engagement in a suburban, regular education, seventh grade classroom over the course of one unit of study, following the implementation of intentional pedagogical practices aimed at implementing the four principles of productive disciplinary engagement. Data were gathered using several sources: transcriptions of video recordings of one unit of study that unfolded over 15 class sessions, the mathematical tasks used within the unit, lesson plans and teacher reflections, and a student survey. Applying an inductive scoring method (Miles & Huberman, 1994), the entire body of transcriptions of classroom video was scored in an effort to identify indications of each principle and the relationship between them. Teacher questions were scored using the Boaler & Brodie (2002) framework in an effort to identify the actions of the teacher that contributed to the enactment of the principles of productive disciplinary engagement. Mathematical tasks used throughout the unit of study, considered to be an important element in achieving the principle of problematizing, were coded using the Math Task Analysis Guide (Stein & Smith, 1998). A survey was administered to students at the conclusion of the unit in order to understand their perceptions regarding the classroom environment and to triangulate the data. Evidence illustrates that elements such as the mathematical task in which students engage, utilizing the teacher-as-partner stance (Tabak & Baumgartner, 2004), deliberately offering students choices, and positioning students as capable, independent, decision-makers were identified among the ways the teacher encouraged the students to participate using the principles of productive disciplinary engagement. Results point to the interrelated nature of the four principles and student behaviors that occur when the social configurations are arranged so that students assume some of the roles typically associated with the teacher.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
| Creators | Email | Pitt Username | ORCID  |
|---|
| Williams-Candek, Maryellen | | | |
|
| ETD Committee: |
|
| Date: |
5 June 2015 |
| Date Type: |
Publication |
| Defense Date: |
18 December 2014 |
| Approval Date: |
5 June 2015 |
| Submission Date: |
10 April 2015 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
350 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Instruction and Learning |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Keywords: productive disciplinary engagement, mathematical tasks, five practices for orchestrating discussion, participation pattern, teacher questions, noticing, teacher-as-partner |
| Date Deposited: |
05 Jun 2015 15:31 |
| Last Modified: |
15 Nov 2016 14:27 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/24773 |
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