Susan Mckenney
Biographic Data
| ID | 2823320 |
|---|---|
| NAME | Susan Mckenney |
| GIVEN NAMES | Susan |
| FAMILY NAME | Mckenney |
| SIGNATURE | MCKENNEY S |
| AFFILIATIONS | University of Twente |
| ORCID | 0000-0002-6028-4098 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 35 |
| AUTHOR COUNT | 28 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Educational design research
Leadership in teacher design teams for professional development
Teacher design teams (TDTs) are professional learning communities in which teachers collaborate to (re)design innovative educational materials. When appropriately supported, TDT work stimulates the explication and use of pedagogical content knowledge, thus providing important opportunities for teachers to learn from one another. However, TDT coaches struggle to provide adequate support, largely because this concerns not only vertical leadership t…
A learning analytics‐based collaborative conversational agent to foster productive dialogue in inquiry learning
Belonging to a research-practice partnership
Research-Practice Partnerships (RPPs) in education have been gaining increasing currency and support since well before the advent of COVID-19. This article reflects on what the pandemic experience has meant for some RPPs so far, and imagines what other RPPs might look like in the near future. The authors share a collection of fifteen think-pieces written by individuals working in or around, or funding RPPs during the COVID crisis. These contribut…
ReflAct
Video coaching appears to be a promising approach for teachers' professional development, but is not automatically productive. To our knowledge, there are no tools to help coaches to formatively assess the quality of reflective talk. Such a tool is needed to help coaches realize the potential of reflective video coaching conversations. Key features of a minimally viable prototype were explored through a mixed-methods proof-of-concept study, focus…
Boundary Crossing in Student-Teacher-Scientist-Partnerships
Teacher Video Coaching, From Design Features to Student Impacts
Video and coaching as vehicles for teachers’ professional development have both received much attention in educational research. The combination of the two, video coaching, where teachers watch and discuss videos of their own practice with a coach, seems especially promising, but there is limited insight into how the design leads to desired teacher and student outcomes through mediating enactment processes. This review systematically synthesized …
Educational design research
Designing educative curriculum materials in interdisciplinary teams
Professional development focused on intuition can enhance teacher pedagogical tact
Nowadays educational challenges require increasing pedagogical tact of teachers. Intuition serves this swift and appropriate classroom action, but teachers are rarely encouraged to use it. This mixed methods study investigated the effects of intuition-focused professional development on teachers' pedagogical tact. Questionnaires measured teacher change, and showed large positive effects on teachers’ immediate pedagogical actions, and medium effec…
Conjecture mapping to support vocationally educated adult learners in open-ended tasks
Background This case reports on a teacher education course that aimed to support adult learners with a vocational education background to accomplish open-ended tasks. Conjecture mapping was used to identify the most salient design features, and to test if, how, and why these course features supported learners. Methods: Inspired by ethnographic approaches, sustained engagement and multiple data sources were used to explain the effects of the cours…
Uniting epistemological perspectives to support contextualized knowledge development
The nature of knowledge and how it is developed have been debated in philosophy and research for centuries. In the literature on teachers’ knowledge, two perspectives have been particularly visible. One perspective stresses cognitive processes and deliberate knowledge acquisition. Another perspective stresses the situated nature of teachers’ learning and knowledge development through awareness. This theoretical article proposes that uniting both …
The crucial role of theoretical scholarship for learning design and technology
Consequences of curricular adaptation strategies for implementation at scale
This study examines and compares how developers designed two primary science curricula to support teacher adaptation and enable use of innovative materials at scale. The two cases— Literacy Science (a science and literacy curriculum for grades 2–5) and Science as Inquiry (a curriculum focused on matter for grades 3–5)—were selected because the curricula shared many key features, yet the designers undertook the challenge of designing for adaptatio…
Design and Enactment of Mobile Video Coaching
Video coaching can powerfully support teacher learning, but its implementation in face-to-face form presents substantial practical challenges. While mobile learning offers several potential solutions, we have limited insight into the design of mobile video coaching programs and especially into how specific technologies can attend to teacher learning needs during video coaching. Using conjecture mapping concepts, this theoretical article presents …
The role of intuition in pedagogical tact
Pedagogical tact concerns a teacher's ability to adequately handle complex classroom situations that require immediate action. As such, pedagogical tact can be viewed as an enactment of teachers’ intuition. While most teachers, teacher educators, educational leaders and scholars readily recognise the importance of pedagogical tact (and by extension, intuition), few pre‐service or in‐service programmes devote explicit attention to developing this …
Conducting Educational Design Research
Educational design research blends scientific investigation with the systematic development and implementation of solutions to educational challenges. Empirical inquiry is conducted in real learning settings – not laboratories – to craft effective solutions to the complex challenges facing educational practitioners. At the same time, the research is carefully structured to produce theoretical understanding that can serve the work of others. Condu…
Revealing the balancing act of vertical and shared leadership in Teacher Design Teams
How can educational research support practice at scale? Attending to educational designer needs
Curricula, assessments and teacher professional development programmes wield a powerful influence on teaching and learning enactment. Together with the interpretation of those using them, these products mediate the flow of ideas from research to practice. In most countries, those curricula, assessments and professional development programmes that become widely used are created by educational designers. Given their crucial function, it is surprisi…
Expert views on TPACK for early literacy
Technology applications can make important contributions to improving learning outcomes in the domain of early literacy. However, to fully exploit the potential of educational technologies, teachers must have specific knowledge and skills. This study aimed to articulate the technological pedagogical content knowledge teachers need to make effective use of technology for early literacy. Through three rounds of expert consultation using a Delphi st…
Collaborative Design of Technology-Enhanced Learning
The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative investigation explored the nature and content of teacher conversations while designing technology-enhanced lear…
Collaborative design as a form of professional development
Increasingly, teacher involvement in collaborative design of curriculum is viewed as a form of professional development. However, the research base for this stance is limited. While it is assumed that the activities teachers undertake during collaborative design of curricular materials can be beneficial for teacher learning, only a few studies involving such efforts exist. Additionally many lack specific theoretical frameworks for robust investig…
In search of design principles for developing digital learning & performance support for a student design task
A digital learning and performance support environment for university student design tasks was developed. We describe the design rationale, process, and the usage results to arrive at a core set of design principles for the construction of such an environment and present a collection of organisational, technical, and course-related requirements that led to the particular setup of the targeted environment. Building upon the established learning ma…
Remedial teaching in Indian under-resourced communities
Systematic Review of Design-Based Research Progress
Sufficient attention and resources have been allocated to design-based research (DBR) to warrant review concerning if and how its potential has been realized. Because the DBR literature clearly indicates that this type of research strives toward both the development of an intervention to address a problem in practice and empirical investigation yielding theoretical understanding that can inform the work of others, thoughtful assessment of DBR pro…
Teacher learning in collaborative curriculum design
Systematic Review of Design-Based Research Progress
Sufficient attention and resources have been allocated to design-based research (DBR) to warrant review concerning if and how its potential has been realized. Because the DBR literature clearly indicates that this type of research strives toward both the development of an intervention to address a problem in practice and empirical investigation yielding theoretical understanding that can inform the work of others, thoughtful assessment of DBR pro…
The role of intuition in pedagogical tact
Pedagogical tact concerns a teacher's ability to adequately handle complex classroom situations that require immediate action. As such, pedagogical tact can be viewed as an enactment of teachers’ intuition. While most teachers, teacher educators, educational leaders and scholars readily recognise the importance of pedagogical tact (and by extension, intuition), few pre‐service or in‐service programmes devote explicit attention to developing this …
Professional development focused on intuition can enhance teacher pedagogical tact
Nowadays educational challenges require increasing pedagogical tact of teachers. Intuition serves this swift and appropriate classroom action, but teachers are rarely encouraged to use it. This mixed methods study investigated the effects of intuition-focused professional development on teachers' pedagogical tact. Questionnaires measured teacher change, and showed large positive effects on teachers’ immediate pedagogical actions, and medium effec…
Collaborative Design of Technology-Enhanced Learning
The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative investigation explored the nature and content of teacher conversations while designing technology-enhanced lear…
Educational Design Research
Educational design research is the systematic study of designing, developing and evaluating educational programs, processes and products. It can be an invaluable process, yielding considerable insight into how to optimize educational interventions and better understand teaching and learning. However, the fact that such investigations are typically carried out in naturalistic settings - with all the color and complexity that accompanies real class…
Publishing and perishing
The outcomes of educational systems continue to lag far behind expectations at all levels, primary, secondary, and tertiary. Meanwhile, the sheer amount of educational research published in refereed journals has expanded enormously. There is an obvious disconnect between the educational research papers published in professional journals or presented at academic conferences and any form of beneficial impact on the students, teachers, and other sta…
Facilitating digital video production in the language arts curriculum
Two studies were conducted to facilitate the development of feasible support for the process of integrating digital video making activities in the primary school language arts curriculum. The first study explored which teaching supports would be necessary to enable primary school children to create digital video as a means of fostering communications skills. A pupil workbook was determined to be the most appropriate solution, and a draft workbook…
Teacher learning in collaborative curriculum design
Systematic Review of Design-Based Research Progress
Sufficient attention and resources have been allocated to design-based research (DBR) to warrant review concerning if and how its potential has been realized. Because the DBR literature clearly indicates that this type of research strives toward both the development of an intervention to address a problem in practice and empirical investigation yielding theoretical understanding that can inform the work of others, thoughtful assessment of DBR pro…
Remedial teaching in Indian under-resourced communities
Collaborative design as a form of professional development
Increasingly, teacher involvement in collaborative design of curriculum is viewed as a form of professional development. However, the research base for this stance is limited. While it is assumed that the activities teachers undertake during collaborative design of curricular materials can be beneficial for teacher learning, only a few studies involving such efforts exist. Additionally many lack specific theoretical frameworks for robust investig…
In search of design principles for developing digital learning & performance support for a student design task
A digital learning and performance support environment for university student design tasks was developed. We describe the design rationale, process, and the usage results to arrive at a core set of design principles for the construction of such an environment and present a collection of organisational, technical, and course-related requirements that led to the particular setup of the targeted environment. Building upon the established learning ma…
Expert views on TPACK for early literacy
Technology applications can make important contributions to improving learning outcomes in the domain of early literacy. However, to fully exploit the potential of educational technologies, teachers must have specific knowledge and skills. This study aimed to articulate the technological pedagogical content knowledge teachers need to make effective use of technology for early literacy. Through three rounds of expert consultation using a Delphi st…
Collaborative Design of Technology-Enhanced Learning
The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative investigation explored the nature and content of teacher conversations while designing technology-enhanced lear…
Conducting Educational Design Research
Educational design research blends scientific investigation with the systematic development and implementation of solutions to educational challenges. Empirical inquiry is conducted in real learning settings – not laboratories – to craft effective solutions to the complex challenges facing educational practitioners. At the same time, the research is carefully structured to produce theoretical understanding that can serve the work of others. Condu…
Revealing the balancing act of vertical and shared leadership in Teacher Design Teams
How can educational research support practice at scale? Attending to educational designer needs
Curricula, assessments and teacher professional development programmes wield a powerful influence on teaching and learning enactment. Together with the interpretation of those using them, these products mediate the flow of ideas from research to practice. In most countries, those curricula, assessments and professional development programmes that become widely used are created by educational designers. Given their crucial function, it is surprisi…
Design and Enactment of Mobile Video Coaching
Video coaching can powerfully support teacher learning, but its implementation in face-to-face form presents substantial practical challenges. While mobile learning offers several potential solutions, we have limited insight into the design of mobile video coaching programs and especially into how specific technologies can attend to teacher learning needs during video coaching. Using conjecture mapping concepts, this theoretical article presents …
The role of intuition in pedagogical tact
Pedagogical tact concerns a teacher's ability to adequately handle complex classroom situations that require immediate action. As such, pedagogical tact can be viewed as an enactment of teachers’ intuition. While most teachers, teacher educators, educational leaders and scholars readily recognise the importance of pedagogical tact (and by extension, intuition), few pre‐service or in‐service programmes devote explicit attention to developing this …
Conjecture mapping to support vocationally educated adult learners in open-ended tasks
Background This case reports on a teacher education course that aimed to support adult learners with a vocational education background to accomplish open-ended tasks. Conjecture mapping was used to identify the most salient design features, and to test if, how, and why these course features supported learners. Methods: Inspired by ethnographic approaches, sustained engagement and multiple data sources were used to explain the effects of the cours…
Uniting epistemological perspectives to support contextualized knowledge development
The nature of knowledge and how it is developed have been debated in philosophy and research for centuries. In the literature on teachers’ knowledge, two perspectives have been particularly visible. One perspective stresses cognitive processes and deliberate knowledge acquisition. Another perspective stresses the situated nature of teachers’ learning and knowledge development through awareness. This theoretical article proposes that uniting both …
The crucial role of theoretical scholarship for learning design and technology
Consequences of curricular adaptation strategies for implementation at scale
This study examines and compares how developers designed two primary science curricula to support teacher adaptation and enable use of innovative materials at scale. The two cases— Literacy Science (a science and literacy curriculum for grades 2–5) and Science as Inquiry (a curriculum focused on matter for grades 3–5)—were selected because the curricula shared many key features, yet the designers undertook the challenge of designing for adaptatio…
Educational design research
Designing educative curriculum materials in interdisciplinary teams
Professional development focused on intuition can enhance teacher pedagogical tact
Nowadays educational challenges require increasing pedagogical tact of teachers. Intuition serves this swift and appropriate classroom action, but teachers are rarely encouraged to use it. This mixed methods study investigated the effects of intuition-focused professional development on teachers' pedagogical tact. Questionnaires measured teacher change, and showed large positive effects on teachers’ immediate pedagogical actions, and medium effec…
Teacher Video Coaching, From Design Features to Student Impacts
Video and coaching as vehicles for teachers’ professional development have both received much attention in educational research. The combination of the two, video coaching, where teachers watch and discuss videos of their own practice with a coach, seems especially promising, but there is limited insight into how the design leads to desired teacher and student outcomes through mediating enactment processes. This review systematically synthesized …
Belonging to a research-practice partnership
Research-Practice Partnerships (RPPs) in education have been gaining increasing currency and support since well before the advent of COVID-19. This article reflects on what the pandemic experience has meant for some RPPs so far, and imagines what other RPPs might look like in the near future. The authors share a collection of fifteen think-pieces written by individuals working in or around, or funding RPPs during the COVID crisis. These contribut…
ReflAct
Video coaching appears to be a promising approach for teachers' professional development, but is not automatically productive. To our knowledge, there are no tools to help coaches to formatively assess the quality of reflective talk. Such a tool is needed to help coaches realize the potential of reflective video coaching conversations. Key features of a minimally viable prototype were explored through a mixed-methods proof-of-concept study, focus…
Psychology (24 works) · Computer Science (23 works) · Pedagogy (23 works) · Mathematics education (17 works) · Teacher Education and Leadership Studies (15 works) · Innovative Teaching and Learning Methods (14 works) · Engineering (11 works) · Engineering ethics (10 works) · Professional development (10 works) · Sociology (10 works)