Davis, Frank

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Name, affiliation and email address

Frank E. Davis TERC 2067 Massachusetts Ave Cambridge, MA 02140

frank_davis@terc.edu

Bio sketch

I am President of TERC, a nonprofit research and development organization in Cambridge, MA founded in 1965. TERC is well known for its innovative research, curriculum design and reform work in science and mathematics education, and educational technology. Before joining TERC, I was a Professor and Director of the Ph.D Program in Educational Studies at Lesley University in Cambridge, MA. My research work at Lesley was in mathematics education and evaluation methodology. I obtained a doctorate from the Harvard Graduate School of Education and a masters in physics from the University of Massachusetts in Amherst. I have also been a visiting scholar at Stanford University and an American Education Research Association Fellow at the National Science Foundation.

Field of interest

The kind of work I do

Chosen topic group (but also interested in)

Chosen topic group: Professional development

Also interested in:

Planned contribution to ISDDE 2008

Interested in contributing ideas about how to improve the impact of curriculum materials in mathematics, science and technology education on diverse communities of learners.

I am interested in those aspects of curriculum design that address the social and cultural experiences of learners, teachers and curriculum designers. There are several theoretical ways we might encapsulate these experiences. For example, James Gee contrasts the notion of a subject framed by a “Discourse” (how experts understand and talk about a field of knowledge) and how it is brought to new learners in a classroom though a “discourse”. Designers must bridge these two types of social experience that generate knowledge and skills. A second example: David Rose who talks about curricula being disabled in the sense of who, what and how they teach. He has produced a set of principles for Universal Design for Learning, In UDL social and cultural experiences are captured in multiple means of representation, expression and means of engagement. In a previous presentation at ISDDE I used the communities of practice (Etienne Winger) concept to suggest that designers are building designs for practice, and that these designs must allow for diverse learners to participate and enter into a practice. In my paper I will further explore how we can embed/consider in curriculum design features that address social and cultural experiences of diverse communities of learners whom we may hope to impact.

Expectations for this conference

Expectations

urls

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