skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • NSF Public Access
  • Search Results
  • ClassInSight: Designing Conversation Support Tools to Visualize Classroom Discussion for Personalized Teacher Professional Development
Title: ClassInSight: Designing Conversation Support Tools to Visualize Classroom Discussion for Personalized Teacher Professional Development
Teaching is one of many professions for which personalized feedback and reflection can help improve dialogue and discussion between the professional and those they serve. However, professional development (PD) is often impersonal as human observation is labor-intensive. Data-driven PD tools in teaching are of growing interest, but open questions about how professionals engage with their data in practice remain. In this paper, we present ClassInSight, a tool that visualizes three levels of teachers’ discussion data and structures reflection. Through 22 reflection sessions and interviews with 5 high school science teachers, we found themes related to dissonance, contextualization, and sustainability in how teachers engaged with their data in the tool and in how their professional vision, the use of professional expertise to interpret events, shifted over time. We discuss guidelines for these conversational support tools to support personalized PD in professions beyond teaching where conversation and interaction are important.  more » « less
Award ID(s):
2222530
PAR ID:
10575826
Author(s) / Creator(s):
; ; ; ; ; ; ; ; ;
Publisher / Repository:
ACM
Date Published:
ISBN:
9798400703300
Page Range / eLocation ID:
1 to 15
Format(s):
Medium: X
Location:
Honolulu HI USA
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; ; ; ; ; ; ; ; ; et al (, OSF_preprints_EdArXiv)
    Prior research has found that teacher reflection is important for both teachers’ professional development and students’ learning, but frequent, effective reflection faces many obstacles. Could an analytics-based reflection tool help address these barriers? Reflecto is a novel teacher-facing tool designed to support teachers in reflecting (after-the-fact) on their classroom practices during sessions when students are engaged with intelligent tutoring systems. Whereas many teacher analytics tools support real-time decision-making in class, Reflecto aims to promote teacher agency through out-of-class teacher-initiated, data-driven exploration of possible trends in their classroom practice. Unlike many other analytics tools, it combines learning analytics and teaching analytics. 
    more » « less
  2. ; ; (, Annual meeting of the American Educational Research Association)
    Using new technology to provide automated feedback on classroom discourse offers a unique opportunity for educators to engage in self-reflection on their teaching, in particular to ensure that the instructional environment is equitable and productive for all students. More information is needed about how teachers experience automated data tools, including what they perceive as relevant and helpful for their everyday teaching. This mixed-methods study explored the perceptions and engagement of 21 math teachers over two years with a big data tool that analyzes classroom recordings and generates information about their discourse practices in near real-time. Findings revealed that teachers perceived the tool as having utility, yet the specific feedback that teachers perceived as most useful changed over time. In addition, teachers who used the tool throughout both years increased their use of talk moves over time, suggesting that they were making changes due to their review of the personalized feedback. These findings speak to promising directions for the development of AI-based, big data tools that help shape teacher learning and instruction, particularly tools that have strong perceived utility. 
    more » « less
  3. ; (, Proceedings of the 16th International Conference of the Learning Sciences)
    Chinn, C.; Tan, E.; Chan, C.; Kali, Y. (Ed.)
    Effective teaching relies on practices of reflection and inquiry that must be cultivated throughout teachers’ careers. Professional development (PD) can support those practices by positioning participants to develop and build on insights. Using data from a PD program focused on teacher noticing for equity, we draw on practice theory to identify the process and associated practices that emerged through participation in collaborative inquiry. Analysis reveals three phases of activity, consisting of interrelated practices that drove insight-based learning: building awareness, collaborative exploration, and learning through design. Through engaging in this process, participants made unconscious aspects of teaching visible that allowed participants to deepen and expand their insights, and through design, articulated new insights and situated their learning back in the context of their teaching. These findings have implications for designing PD that prioritizes participants’ agency to cultivate practices of reflection and inquiry. 
    more » « less
  4. ; ; (, National Association for Research in Science Teaching Annual Meeting 2023)
    Reflection allows teachers to evaluate their past instruction and make decisions to guide their future practice (i.e., Killion & Todnem, 1991; Moore-Russo & Wilsey, 2014). The literature on teacher sensemaking suggests that engaging in reflection might support sensemaking about changes to teachers’ practice (e.g., Marco-Bujosa et al., 2017; Senzen-Barrie et al., 2020). However, prior research has not connected teachers’ engagement in reflection to their sensemaking. By using video data of PD, we analyzed the category of reflection (Moore-Russo & Wilsey, 2014) teachers participated in, the process of sensemaking (Robertson & Richards, 2017), as well as what teachers were sensemaking about in relation to the PD’s design. Our analysis indicated that teachers typically reflected by sharing their individual viewpoints and used the process of negotiation to consider how to facilitate productive talk. Additionally, different features designed as a part of the PD (i.e., general discussion, redesign, video) supported teachers to participate in different types of reflection and processes of sensemaking. The findings from this study have implications for teacher PD design features and their role in facilitating reflection and promoting sensemaking. 
    more » « less
  5. ; ; ; (, Computer Science Education)
    This study investigated how Chicago Public Schools (CPS) computer science (CS) teachers and instructional coaches navigated remote professional development (PD) during the pandemic. Analyzing multiple sources of qualitative data, we explored how coaches adapted PD to address teachers’ unique needs and how teachers experienced remote PD. We found that the coaching team designed PD to help teachers translate key instructional strategies into the remote learning environment and increasingly centered their PD design efforts on improving teacher engagement and wellbeing. Teachers primarily valued the relational aspects of PD, including opportunities for collaboration and personalized support from instructional coaches. Leveraging an ecological framework, we found that the pandemic and remote learning contexts amplified preexisting PD challenges experienced by teachers and coaches. Findings suggest that PD researchers and designers should focus on teacher wellbeing and that districts should invest in flexible and adaptable PD structures to meet CS teachers’ varied needs. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email