James S. McDonnell Foundation - Current Program - Teachers as Learners in Understanding Human Cognition

Teachers as Learners in Understanding Human Cognition (n=15)

Boston University Lynsey Gibbons, Ph.D. Understanding How Elementary Teachers Take Up Discussion Practices to Promote Disciplinary Learning and Equity https://doi.org/10.37717/220020522	2017 USA
Carnegie Mellon University Amy Ogan, Ph.D. ClassInSight: Insight on Teacher Learning by Scaffolding Noticing and Reflection https://doi.org/10.37717/220020520	2017 USA
Indiana University Joshua Danish, Ph.D. Teacher Cognition and Learning about Incorporating Science Representations in Elementary Classrooms https://doi.org/10.37717/220020521	2017 USA
Northwestern University Brian Reiser, Ph.D. Developing a Model of Teacher Learning to Support Classroom Enactment of Purposeful Sensemaking https://doi.org/10.37717/220020526	2017 USA
Temple University Abby Reisman (University of Pennsylvania), Ph.D. & Co-Project Lead: Tim Patterson, Ph.D. (Temple) Co-Project Lead: Tim Patterson, Ph.D. (Temple) The Development of Novice Teachers’ Role-Identities as Discussion Facilitators in Social Studies Classrooms https://doi.org/10.37717/220020590	2020 $2,464,087 USA
University of Arizona Nicole Kersting, Ph.D. Teachers as Learners – Teachers as Thinkers: Improving Classroom Communication in Mathematics https://doi.org/10.37717/220020586	2020 $2,500,000 USA
University of California - Davis Steven Z. Athanases, Ph.D. New Teachers Learning Disciplined Improvisation for Meaningful Talk in Diverse Classrooms https://doi.org/10.37717/220020519	2017 USA
University of Colorado at Boulder Tamara Sumner, Ph.D. Developing a model of teacher learning to support computationally rich communication in science classrooms https://doi.org/10.37717/220020587	2020 $2,499,702 USA
University of Illinois at Chicago Susan Goldman, Ph.D. How Teachers Learn: Orchestrating Disciplinary Discourse in Science, Literature, and Mathematics Classrooms https://doi.org/10.37717/220020517	2017 USA
University of Michigan Patricio Herbst, Ph.D. Managing students’ contributions to mathematical work in whole class discussions in high school: How do teachers decide what to do? https://doi.org/10.37717/220020524	2017 USA
University of Michigan Chauncey Monte-Sano, Ph.D. Teachers Learning to Facilitate Communication and Reasoning Through Inquiry with History and Social Science Sources https://doi.org/10.37717/220020518	2017 USA
University of Pennsylvania Amy Stornaiuolo, Ph.D. Facilitating Digital Discourse: Teachers as Learners in a Digital Age https://doi.org/10.37717/220020588	2020 $2,499,399 USA
University of Pittsburgh Mary Kay Stein, Ph.D. Teacher Learning to Enact Productive Discussions in Mathematics and Literacy https://doi.org/10.37717/220020525	2017 USA
University of Washington Jessica Thompson, Ph.D. Preparing Teachers to Facilitate Asset-based Science & Literacy Discourse in Dual and Multilingual Elementary Classrooms https://doi.org/10.37717/220020589	2020 $2,496,461 USA
University of Wisconsin - Madison Hala Ghousseini, Ph.D. Advancing Teachers’ Pedagogical Reasoning and Practices with Tools https://doi.org/10.37717/220020523	2017 USA