"Using Student Experience Reports as a Window for Teacher Reflections o" by Jessie Nixon and Mimi Recker
 

Document Type

Article

Journal/Book Title/Conference

Proceedings of the 18th International Conference of the Learning Sciences

Publisher

International Society of the Learning Sciences

Publication Date

2024

Journal Article Version

Version of Record

First Page

1347

Last Page

1350

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Abstract

This paper examines how student experience reports, collected as exit tickets, can be leveraged during professional learning to support science teachers’ understanding of their students and inform future classroom practices. Our analysis frames exit ticket data as a boundary object, which bridges across researchers’, teachers’, and students’ perspectives of the learning environment. During two successive professional learning activities, teachers examined and reflected upon their students’ exit ticket data. A thematic analysis of teachers’ discourse during these activities distilled two themes. The first theme surfaced how exit data helped teachers form new views about their students’ emerging science identities; the second revealed how teachers gained new insights into their students’ perceptions of contributions to classroom discourse, which both challenged and validated their own intuitions.

Comments

This work was supported by National Science Foundation Grant no. 2031382 and 2031404. Opinions, findings, or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the funding agency. We thank the participating teachers and students.

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