Publications

Teacher Learning and Professional Development

Horn, I.S., Marshall, S. A., Chen, G. A., Ehrenfeld, N., Garner, B., Jasien, L., Metts, E., Schneeberger McGugan, K. (in press). Meaningful teacher professional development: A learning sciences approach. Invited manuscript to appear in Lora Cohen-Vogel, Janelle Scott, & Peter Youngs (Eds.) Handbook of education policy research. American Educational Research Association.

Shapiro, B. R.; Metts, E.; Günal-Aggül, Y., & Horn, I. (2024, June). Supporting teachers’ agentic sensemaking and video-based formative feedback: An interaction geography perspective. International Conference of the Learning Sciences – ICLS 2024, Buffalo, NY.

Metts, E. (2024). Teaching data for power: Exploring mathematics teachers’ perspectives on data literacy. In Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024. International Society of the Learning Sciences.

Schneeberger McGugan, K., Horn, I. S., Garner, B., & Marshall, S. A. (2023). “Even when it was hard, you pushed us to improve”: Emotions and teacher learning in coaching conversations. Teaching and Teacher Education, 121, 103934.

Hood, C. E., Horn, I.S., Schneeberger McGugan, K., Underwood, K., Smith, J., & Garner, B. (2023). Teachers coping in the classroom. Phi Delta Kappan, 105(3), 14-19.

Horn, I., Günal Aggül, Y., Smith, J.L., Hood, C.E., Garner, B., Schneeberger McGugan, K. & Underwood, K. (2023, June). “I’m trying to rebuild a relationship with him”: Teachers reconstructing instructional practice amidst conflicting pedagogical responsibilities. International Society of Learning Sciences annual meeting. Montréal, Quebec, Canada.

Chen, G.A., Metts, E., Marshall, S.A., Schneeberger McGugan, K. & Horn, I.S. (Resubmitted). Using concept constellations to illuminate collective teacher learning. Cognition and Instruction.

Chen, G. A., Metts, E., Horn, I., & McGugan, K. S. (2022). Supporting teachers’ concept development through aggregation. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022 (pp. 329-336). International Society of the Learning Sciences.

Classroom Interaction Geography

Metts, E. & Shapiro, B. R. (under review). Making listening visible: An exploratory case of embodied teacher listening. Educational Studies in Mathematics.

Shapiro, B.R., Horn, I.S, Gilliam, S., & Garner, B.(2024). Situating teacher movement, space and relationships to pedagogy: An integrative framework to analyze classroom interaction. Educational Researcher.

Metts, E. & Shapiro, B. R. (2024). Making listening visible: An exploratory case of mathematics teacher listening. In Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024. International Society of the Learning Sciences.

Garner, B., Metts, E., Shapiro, B. R., Williams, A.,* & Jaisen, L. (2023). Designing Ccassroom space as an extension of pedagogical judgment: A case study. In Slotta, J. & Charles, E. S. (Eds.), Building Knowledge and Sustaining our Community, 17th Annual Meeting of the International Society of the Learning Sciences (ISLS) 2023. Montreal, Quebec: International Society of the Learning Sciences.

Shapiro, B.R., & Garner, B. (2021). Classroom interaction geography: Visualizing space and time in classroom interaction, Journal of Research on Technology in Education, DOI: https://doi.org/10.1080/15391523.2021.1927265