Full metadata
Title
Positioning Content, Person and Context for Expansive Framing: A Characterization of Transfer in an Online Teacher Professional Development Course
Description
Expansive framing is a promising approach to understanding transfer but little is known about how it might work in teacher professional development, an area that research suggests would be improved by the use of situative strategies. The Content, Person, Context framework (CPC) that has been developed in online learning contexts draws on the concept of expansive framing and further develops it through a focus on positioning content, person and context for value creation. However, little is known about how it promotes transfer. I studied how these two situative approaches, individually and together, illuminated near-transfer in the context of an online teacher professional development (PD) course. In this mixed methods study I adapted and created rubrics to analyze educators’ stories about how they intended to implement what they had learned in the course. I concluded that CPC and expansive framing support different understandings of authorship, with the former prioritizing immediate action planned for specific contexts and the latter emphasizing learner creation and ownership over time. These different views have consequences for how transfer is understood but can be used to create a model of how transfer can be fostered that is more robust than either framework taken on its own. Because this study is part of an evaluation phase of an ongoing design-based research project, I make recommendations for how expansive framing and CPC can be further used as tools for designing the next iteration of the PD module.
Date Created
2021
Contributors
- Jongewaard, Rebekah (Author)
- Zuiker, Steven (Thesis advisor)
- Barab, Sasha (Committee member)
- Jordan, Michelle (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
90 pages
Language
eng
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.2.N.161886
Level of coding
minimal
Cataloging Standards
Note
Partial requirement for: M.A., Arizona State University, 2021
Field of study: Educational Psychology
System Created
- 2021-11-16 04:57:27
System Modified
- 2021-11-30 12:51:28
- 2 years 11 months ago
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