Teaching as Designing: Preparing Pre-Service Teachers for Adaptive Teaching

References

• Alexander, C. (1977). Pattern language. New York, NY: Oxford University Press.
   Google Scholar
• Boyle, J. D., Svihla, V., Tyson, K., Bowers, H., Buntjer, J., Garcia-Olp, M., … Sample, S. (2013). Preparing teachers for new standards: From content in core disciplines to disciplinary practices. Teacher Education & Practice, 26, 199–220.
   Google Scholar
• Bucciarelli, L. L. (2001). Design knowing and learning: A socially mediated activity. In C. Eastman, M. McCracken, & W. Newstetter (Eds.), Design knowing and learning: Cognition in design education (pp. 297–313). New York, NY: Elsevier.
   Google Scholar
• Burn, K., Hagger, H., Mutton, T., & Everton, T. (2003). The complex development of student-teachers' thinking. Teachers and Teaching: Theory and Practice, 9, 309–331.
   Google Scholar
• Cennamo, K., Brandt, C., Scott, B., Douglas, S., McGrath, M., Reimer, Y., & Vernon, M. (2011). Managing the complexity of design problems through studio-based learning. Interdisciplinary Journal of Problem-based Learning, 5(2). doi:10.7771/1541-5015.1253.
   Google Scholar
• Cochran-Smith, M., & Lytle, S. L. (2008). “Teacher research as stance.” In B. Somekh & S. Noffke (Eds.), Handbook of educational action research (pp. 39–49). Thousand Oaks, CA: Sage.
   Google Scholar
• Cope, B., & Kalantizis, M. (2009). Multiliteracies: New literacies, new learning. Pedagogies: An International Journal, 4, 164–195.
   Google Scholar
• Cross, N. (2011). Design thinking: Understanding how designers think and work. New York, NY: Berg.
   Google Scholar
• Dannels, D. P. (2005). Performing tribal rituals: A genre analysis of “crits” in design studios. Communication Education, 54, 136–160.
   Web of Science ®Google Scholar
• Dannels, D. P., Anson, C. M., Bullard, L., & Peretti, S. (2003). Challenges in learning communication skills in engineering. Communication Education, 52, 50–56.
   Google Scholar
• Davis, E. A., Beyer, C., Forbes, C. T., & Stevens, S. (2011). Understanding pedagogical design capacity through teachers' narratives. Teaching and Teacher Education, 27, 797–810.
   Web of Science ®Google Scholar
• Fairbanks, C., Duffy, G., Faircloth, B., Ile, C., Levin, B., Rohr, J., & Stein, C. (2010). Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive than others. Journal of Teacher Education, 61, 161–181.
   Web of Science ®Google Scholar
• Fischer, G., Nakakohi, K., Ostwald, J., Stahl, G., & Sumner, T. (1998). Embedding critics in design environments. In M. T. Maybury & W. Wahlster (Eds.), Readings in intelligent user interfaces (pp. 537–559). Cambridge, MA: MIT Press.
   Google Scholar
• Fleming, D. (1998). Design talk: Constructing the object in studio conversations. Design Issues, 14, 41–62.
   Web of Science ®Google Scholar
• Freire, P. (2000). Pedagogy of the oppressed. Translated by Myra Bergman Ramos. New York, NY: Bloomsbury.
   Google Scholar
• Gee, J. P. (2015). Literacy and education. New York, NY: Routledge.
   Google Scholar
• Hagger, H., Burn, K., Mutton, T., & Brindley, S. (2008). Practice makes perfect? Learning to learn as a teacher. Oxford Review of Education, 34, 159–178.
   Web of Science ®Google Scholar
• Harmmerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M., & Zeichner, K. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358–389). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Jordan, M. E., Kleinsasser, R. C., & Roe, M. F. (2014). Wicked problems: Inescapable wickedity. Journal of Education for Teaching: International Research and Pedagogy, 40, 415–430. doi:10.1080/02607476.2014.929381.
   Web of Science ®Google Scholar
• Jordan, M. E., Kleinsasser, R. C., & Roe, M. F. (2013). Teaching and teacher education: Complexity redux. Interchange, 44, 275–289. doi:10.1007/s10780-014-9212-8.
   Google Scholar
• Kali, Y., McKenney, S., & Sagy, O. (2015). Teachers as designers of technology enhanced learning. Instructional Science, 43, 173–179. doi:10.1007/s11251-014-9343-4.
   Web of Science ®Google Scholar
• Kirschner, P. A. (2015). Do we need teachers as designers of technology enhanced learning? Instructional Science, 43, 309–322.
   Web of Science ®Google Scholar
• Kittleson, J. M., & Southerland, S. A. (2004). The role of discourse in group knowledge construction: A case study of engineering students. Journal of Research in Science Teaching, 41, 267–293. doi:10.1002/tea.20003.
   Web of Science ®Google Scholar
• Kolodner, J. K., Zahm, B., & Demery, R. (2015). Project-based inquiry science. In C. I. Sneider (Ed.), The go-to guide for engineering curricula, grades 6–8: Choosing and using the best instructional materials for your students (pp. 122–140). Thousand Oaks, CA: Corwin.
   Google Scholar
• Löfström, E., & Poom-Valickis, K. (2013). Beliefs about teaching: Persistent or malleable? A longitudinal study of prospective student teachers' beliefs. Teaching and Teacher Education, 35, 104–113.
   Web of Science ®Google Scholar
• McKenney, S., Kali, Y., Markauskaite, L., & Voogt, J. (2015). Teacher design knowledge for technology enhanced learning: An ecological framework for investigating assets and needs. Instructional Science, 43, 18–202.
   Web of Science ®Google Scholar
• Nelson, H. G., & Stolterman, E. (2012). The design way: Intentional change in an unpredictable world. Educational Technology Publications.
   Google Scholar
• Norton, P., & Hathaway, D. (2015). In search of a teacher education curriculum: Appropriating a design lens to solve problems of practice. Educational Technology, 55, 3–14.
   Google Scholar
• Parsons, S. A. (2012). Adaptive teaching in literacy instruction: Case studies of two teachers. Journal of Literacy Research, 44, 149–170.
   Web of Science ®Google Scholar
• Pendleton-Jullian, A., & Brown, J. S. (2011). Design unbound: Evolving design literacy pathways of efficacy. Draft manuscript, Charleston, SC.
   Google Scholar
• Penuel, W. R., & Gallagher, L. P. (2009). Comparing the efficacy of three approaches to preparing teachers to teach for deep understanding in Earth science: Short-term impacts on teachers and teaching practice. Journal of the Learning Sciences, 18, 461–508.
   Web of Science ®Google Scholar
• Ralph, P., & Wand, Y. (2009). A proposal for a formal definition of the design concept. In K. Lyytinen, P. Loucopoulos, J. Mylopoulos, & W. Robinson (Eds.), Design requirements workshop (LNBIP 14) (pp. 103–136). Heidelberg, Germany: Springer-Verlag.
   Google Scholar
• Rowe, P. (1991). Design thinking. Cambridge: MA: MIT Press.
   Google Scholar
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
   Google Scholar
• Schön, D. A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Seiler, G., Tobin, K., & Sokolic, J. (2001). Design, technology, and science: Sites for learning, resistance, and social reproduction in urban schools. Journal of Research in Science Teaching, 38, 746–767.
   Web of Science ®Google Scholar
• Shaffer, D. (2005). Studio mathematics: The epistemology and practice of design pedagogy as a model for mathematics learning (WCER Working Paper Series No. 2005-3). Madison, WI: Wisconsin Center for Education Research School of Education. University of Wisconsin–Madison.
   Google Scholar
• Simon, H. (1969). The science of the artificial. Cambridge, MA: MIT Press.
   Google Scholar
• Svihla, V., Reeve, R., Sagy, O., & Kali, Y. (2015). Supporting teacher designers: A synthesis of how teachers learn as they design, what they learn from design, and how they collaborate during design. Instructional Science, 43, 283–307.
   Web of Science ®Google Scholar
• Uluoglu, B. (2000). Design knowledge communicated in studio critiques. Design Studies, 21, 33–58.
   Google Scholar
• Vaughn, M. (2014). Adaptive teaching: Case studies of two elementary teachers' visions and adaptations during literacy instruction. Reflective Practice: International and Multidisciplinary Perspectives, 16, 43–60.
   Web of Science ®Google Scholar
• Vaughn, M., & Parsons, S. A. (2013). Teachers as innovators: Instructional adaptations opening spaces for enhanced literacy learning. Language Arts Journal, 91, 81–93.
   Google Scholar
• Yoon, S. A., Koehler-Yom, J., Anderson, E., Lin, J., & Klopfer, E. (2015). Using an adaptive expertise lens to understand the quality of teachers' classroom implementation of computer-supported complex systems curricula in high school science. Research in Science & Technological Education, 33, 237–251.
   Web of Science ®Google Scholar