D Teo Keifert
Biographic Data
| ID | 191932 |
|---|---|
| NAME | D Teo Keifert |
| GIVEN NAMES | D Teo |
| FAMILY NAME | Keifert |
| SIGNATURE | KEIFERT D T |
| AFFILIATIONS | University of North Texas |
| ORCID | 0000-0002-3818-0858 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Prompts or Protocol
Science education has shifted from a focus on canonical correctness toward students and their sensemaking. In response, teacher educators have explored video analysis as an activity for helping teacher candidates (TCs) notice students and their resources. Framing (e.g., facilitator prompts, protocols) influences what TCs learn through video analysis. Here, we analyze the influence of framing on one feature of an undergraduate elementary science m…
Centering a Young Child through Care and Trust to Lead a Co-Observation Relational Learning Ecology
Counter to pejorative representations of children's competencies, here we show that young children can lead co-research when they trust that adults will follow. Our research team—child, caregiver, and university-based members—present an interactional, multimodal analysis of video data in the co-development of a virtual relational learning ecology. We examine the role of talk, gaze, touch, body orientation, and facial expression in communicating c…
(Pedagogies of Joy;) A Leap to Joy‐Centered Critical Design
Prior research demonstrates the integral nature of affective work in STEM/STEAM, including multiple works in this issue. In our contribution to this special issue on Centering Affect and Emotion Toward Justice and Dignity in Science Education, we seek to better understand the role of joy, an emotion that moves beyond the temporary shallows of happiness into the depths of complexity that connects fear and joy, constraint and transformation, and hu…
Affirming children's dignity in their affective flow in play-based science inquiry
This paper investigates affect as part of children's sensemaking in the context of a play-based mixed-reality science learning environment. We build on theories of affect as disciplinary work by investigating the multiple layers of affect that are essential to children's scientific inquiry and to identify pedagogical moves that recognize, value, and build on this affect as integral to learning. Findings encourage educators to affirm children's di…
Humanizing students in a dehumanizing time—Faculty as crisis leaders during the Covid ‐19 pandemic
Having survived the disruptive global pandemic, the higher education community is believed to grow to be more adaptive and resilient. As contributors to the new ‘normal’, yet evolving post‐pandemic state, faculty have been painstakingly working to support students' learning and human needs during the COVID‐19 pandemic. Research documents faculty have enacted a collection of measures to respond to students' adversities inside and outside the educa…
Designing to support equity-as-transformation perspectives for multilingual science learners
In this paper, we examine how researchers and teachers in a multi-year professional development program shifted their conceptualizations of equity. Following (Grapin et al (2023) Sci Educ 107:999–1032), we ground our analysis in two conceptualizations of equity that exist across fields: equity-as-access (learners should have access to disciplinary knowledge, practices, and career paths) and equity-as-transformation (learners should transform what…
Ideological sensemaking in an elementary science professional development community
Background Ideologies are socially constructed frameworks for sensemaking that influence teaching and learning. Drawing on Learning Sciences research on ideologies, we explore how an elementary science professional development (PD) community used substrate (shared interactional resources) in sensemaking interactions to reify or rearticulate dominant ideologies.Method We analyzed PD interactions to understand how PD community members used substrat…
Learners as phenomena
Tracing bodies through liminal blends in a mixed reality learning environment
While research on embodied learning sheds light on the body’s role during science learning, there is a lack of understanding of how the body is drawn upon in subsequent learning interactions. We seek to understand how the body supports cognition and learning during and after embodiment. We elaborate upon the liminal blends framework (Enyedy, N., Danish, J. A., & DeLiema, D. (2015). Constructing liminal blends in a collaborative augmented-reality …
(Pedagogies of Joy;) A Leap to Joy‐Centered Critical Design
Prior research demonstrates the integral nature of affective work in STEM/STEAM, including multiple works in this issue. In our contribution to this special issue on Centering Affect and Emotion Toward Justice and Dignity in Science Education, we seek to better understand the role of joy, an emotion that moves beyond the temporary shallows of happiness into the depths of complexity that connects fear and joy, constraint and transformation, and hu…
Affirming children's dignity in their affective flow in play-based science inquiry
This paper investigates affect as part of children's sensemaking in the context of a play-based mixed-reality science learning environment. We build on theories of affect as disciplinary work by investigating the multiple layers of affect that are essential to children's scientific inquiry and to identify pedagogical moves that recognize, value, and build on this affect as integral to learning. Findings encourage educators to affirm children's di…
Tracing bodies through liminal blends in a mixed reality learning environment
While research on embodied learning sheds light on the body’s role during science learning, there is a lack of understanding of how the body is drawn upon in subsequent learning interactions. We seek to understand how the body supports cognition and learning during and after embodiment. We elaborate upon the liminal blends framework (Enyedy, N., Danish, J. A., & DeLiema, D. (2015). Constructing liminal blends in a collaborative augmented-reality …
Learners as phenomena
Ideological sensemaking in an elementary science professional development community
Background Ideologies are socially constructed frameworks for sensemaking that influence teaching and learning. Drawing on Learning Sciences research on ideologies, we explore how an elementary science professional development (PD) community used substrate (shared interactional resources) in sensemaking interactions to reify or rearticulate dominant ideologies.Method We analyzed PD interactions to understand how PD community members used substrat…
Humanizing students in a dehumanizing time—Faculty as crisis leaders during the Covid ‐19 pandemic
Having survived the disruptive global pandemic, the higher education community is believed to grow to be more adaptive and resilient. As contributors to the new ‘normal’, yet evolving post‐pandemic state, faculty have been painstakingly working to support students' learning and human needs during the COVID‐19 pandemic. Research documents faculty have enacted a collection of measures to respond to students' adversities inside and outside the educa…
Designing to support equity-as-transformation perspectives for multilingual science learners
In this paper, we examine how researchers and teachers in a multi-year professional development program shifted their conceptualizations of equity. Following (Grapin et al (2023) Sci Educ 107:999–1032), we ground our analysis in two conceptualizations of equity that exist across fields: equity-as-access (learners should have access to disciplinary knowledge, practices, and career paths) and equity-as-transformation (learners should transform what…
Affirming children's dignity in their affective flow in play-based science inquiry
This paper investigates affect as part of children's sensemaking in the context of a play-based mixed-reality science learning environment. We build on theories of affect as disciplinary work by investigating the multiple layers of affect that are essential to children's scientific inquiry and to identify pedagogical moves that recognize, value, and build on this affect as integral to learning. Findings encourage educators to affirm children's di…
Prompts or Protocol
Science education has shifted from a focus on canonical correctness toward students and their sensemaking. In response, teacher educators have explored video analysis as an activity for helping teacher candidates (TCs) notice students and their resources. Framing (e.g., facilitator prompts, protocols) influences what TCs learn through video analysis. Here, we analyze the influence of framing on one feature of an undergraduate elementary science m…
Centering a Young Child through Care and Trust to Lead a Co-Observation Relational Learning Ecology
Counter to pejorative representations of children's competencies, here we show that young children can lead co-research when they trust that adults will follow. Our research team—child, caregiver, and university-based members—present an interactional, multimodal analysis of video data in the co-development of a virtual relational learning ecology. We examine the role of talk, gaze, touch, body orientation, and facial expression in communicating c…
(Pedagogies of Joy;) A Leap to Joy‐Centered Critical Design
Prior research demonstrates the integral nature of affective work in STEM/STEAM, including multiple works in this issue. In our contribution to this special issue on Centering Affect and Emotion Toward Justice and Dignity in Science Education, we seek to better understand the role of joy, an emotion that moves beyond the temporary shallows of happiness into the depths of complexity that connects fear and joy, constraint and transformation, and hu…
Psychology (6 works) · Sociology (5 works) · Epistemology (4 works) · Pedagogy (4 works) · Political science (4 works) · Sensemaking (4 works) · Computer Science (3 works) · Dignity (3 works) · Innovative Teaching and Learning Methods (3 works) · Science Education and Pedagogy (3 works)