Understanding Teacher Change and Teachers as Learners in K-12 Classrooms

Understanding Teacher Change and Teachers as Learners in K-12 Classrooms

Understanding Teacher Change and Teachers as Learners in K-12 Classrooms

Application to The James S McDonnell Foundation

This project aims to refine a theory of teachers as learners by investigating the role of epistemic fluency in the making of teachers' expertise across diverse contexts, year levels, and curriculum domains. Key outcomes will include evidence of how cognitive and non-cognitive demands interact to produce particular levels of performance from novice to expert; how cue utilisation, attentional control, memory and decision-making can be manipulated for improved instructional communication; and a model for translation of best practices to make systematic improvements in teachers' instructional expertise.

 Applicants

Professor Mary Ryan 

Professor Mary Ryan 

Department of Educational Studies

Curriculum vitae

Professor Simon Handley 

Professor Simon Handley 

Executive Dean, Human Sciences

Curriculum vitae

Professor Mark Wiggins 

Professor Mark Wiggins 

Department of Psychology

Curriculum vitae

Dr Penny Van Bergen 

Dr Penny Van Bergen 

Department of Educational Studies

Curriculum vitae

Associate Professor Jan-Louis Kruger  

Associate Professor Jan-Louis Kruger 

Department of Linguistics

Curriculum vitae

Dr Celia Harris 

Dr Celia Harris 

Department of Cognitive Science

Curriculum vitae

Dr Stephanie Howarth 

Dr Stephanie Howarth

Department of Cognitive Science

Curriculum vitae

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