Designing for effective collaborative learning in high-needs rural classrooms
Publication
, Conference
Minshew, LM; Derry, S; Anderson, J; Barber-Lester, K
Published in: Proceedings of International Conference of the Learning Sciences Icls
January 1, 2016
Orchestrating collaborative meaning making in classrooms can present a significant challenge to teachers, in particular, for teachers in under-resourced middle schools in rural areas. This paper reports on issues that arose during a prototype implementation of a biology curriculum for middle school students, which resulted the design of collaborative scripts supported by technology that aid teachers in advancing student thinking.
Duke Scholars
Published In
Proceedings of International Conference of the Learning Sciences Icls
ISSN
1814-9316
Publication Date
January 1, 2016
Volume
2
Start / End Page
978 / 981
Citation
APA
Chicago
ICMJE
MLA
NLM
Minshew, L. M., Derry, S., Anderson, J., & Barber-Lester, K. (2016). Designing for effective collaborative learning in high-needs rural classrooms. In Proceedings of International Conference of the Learning Sciences Icls (Vol. 2, pp. 978–981).
Minshew, L. M., S. Derry, J. Anderson, and K. Barber-Lester. “Designing for effective collaborative learning in high-needs rural classrooms.” In Proceedings of International Conference of the Learning Sciences Icls, 2:978–81, 2016.
Minshew LM, Derry S, Anderson J, Barber-Lester K. Designing for effective collaborative learning in high-needs rural classrooms. In: Proceedings of International Conference of the Learning Sciences Icls. 2016. p. 978–81.
Minshew, L. M., et al. “Designing for effective collaborative learning in high-needs rural classrooms.” Proceedings of International Conference of the Learning Sciences Icls, vol. 2, 2016, pp. 978–81.
Minshew LM, Derry S, Anderson J, Barber-Lester K. Designing for effective collaborative learning in high-needs rural classrooms. Proceedings of International Conference of the Learning Sciences Icls. 2016. p. 978–981.
Published In
Proceedings of International Conference of the Learning Sciences Icls
ISSN
1814-9316
Publication Date
January 1, 2016
Volume
2
Start / End Page
978 / 981