Framing Interactions to Foster Generative Learning: A Situative Explanation of Transfer in a Community of Learners Classroom

By Randi A. Engle. 2006

412 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7734163b512f74236d3eba99527ceb2142cdfc58

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In Developmental and Educational Psychology

In Education

Citations in the corpus

How Does Expansive Framing Promote Transfer? Several Proposed Explanations and a Research Agenda for Investigating Them (2012, methodology): “Engle (2006a, 2006b) then presented a case of successful classroom transfer that could not be explained by considering only content-based supports for transfer.”
(Re)Framing Educational Possibility: Attending to Power and Equity in Shaping Access to and within Learning Opportunities (2013, methodology): “…sociology [Benford & Snow, 2000; Goffman, 1974], the learning sciences [Engle, 2006; Greeno, 2009; Hammer, Elby, Scherr, & Redish, 2005; Polman & Miller, 2010], and other fields [Keren, 2011] [for a perspective within learning sciences, see Engle, 2006, and within sociology, Benford & Snow, 2000].”
Framing in cognitive clinical interviews about intuitive science knowledge: Dynamic student understandings of the discourse interaction (2012, methodology): “For example, Engle has used it in her situative analysis of transfer of science knowledge in a Community of Learners (Brown & Campione, 1996) science classroom. Using a detailed case study analysis of elementary school students, Engle (2006) argues that transfer is more likely to occur when teachers”
“Noticing” as an Alternative Transfer of Learning Process (2012, methodology): “Framing involves bringing to bear a structure of expectations on a situation to form a sense of “what is going on” and to help guide subsequent actions (Engle, 2006; Engle, Nguyen, & Mendelson, 2010).”
Seeing Deep Structure From the Interactions of Surface Features (2012, positive): “From a situated perspective, Engle ( 2006 ) said, “First consider the crucial issue of whether students’ initial learning [emphasis added] of the relevant content was successful enough to provide a substantive basis for them to have transferred what they learned to new contexts” (p.”
An interpretive scheme for analyzing the identities that students develop in mathematics classrooms (2009, background): “Two aspects of students’ general classroom obligations that prove to be important when documenting the role of an effective mathematics student and thus the normative identity established in a particular classroom are the distribution of authority and the ways that students are able to exercise agen”
Achieving Alignment of Perspectival Framings in Problem-Solving Discourse (2012, methodology): “This involves their knowing and adopting a practice that we previously called constructive listening (Greeno & van de Sande, 2007), which we believe refers to the aspect of practice that Engle and Conant (2002) called problematizing, that Mercer (1995) called exploratory talk, and that Weick and Rob”
The influence of framing on transfer: initial evidence from a tutoring experiment (2011, methodology): “The temporal horizon of a lesson can be framed as an isolated event that has been completed or part of an ongoing activity that will be continuing (analyzed in Engle 2006 and Leander 2001; discussed in Lemke 2001; partially manipulated in Hart and Albarracin 2009).”
Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application (2018, background): “In a review of transfer in education, Engle (2006) echoed this strategy by explaining that “transfer is more likely to occur when learning contexts are framed as part of a larger ongoing intellectual conversation in which students are actively involved” (p. 451), meaning they determine the…”
Perspectival Understanding of Conceptions and Conceptual Growth in Interaction (2007, background): “For example, Engle (2006 ; also see Greeno, Benke, Engle, Lachapelle, & Wiebe, 1998 ) showed that students who read texts and prepared reports about endangered species changed their understanding of the conception of habitat, including multiple factors and graded effects in their evaluations of hy”
Learning by Mapping Across Situations (2012, methodology): “According to Engle’s (2006) framing perspective (see Table 3), transfer across contexts can be greatly facilitated if the teacher frames the instruction to encourage transfer across different instructional units.”
Transfer of Learning Transformed. (2013, background): “Engle (2006), therefore, made a case for framing discussions with learners to enhance transfer.”
Building Cohesion Across Representations: A Mechanism for STEM Integration (2013, background): “…comparable classroom research (Nathan et al., 2011a; Walkington et al., in press) and from the research literature on learning, teaching, and practice in complex settings (Engle, 2006; Hutchins, 1995; Stevens & Hall, 1998) were proposed by members of the review team as useful top-down descriptors.”