When We Partner With Teachers: A Commentary on Partnerships, Scaffolding, and (Accidental) Emphasis on STEM
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Published:
Jun 30, 2016
Section
Editorial
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Abstract
This special issue represents the second issue of a two-part series in which we forefront a number of examples that address our broad question: what do our designs look like when we partner with teachers? The result is this issue focusing on partnership implementations of designs intended for K-12 classrooms. From an open call for proposals, we invited manuscripts that reflected differing dimensions of contexts, approaches, and scale. We prioritized papers co-authored with teachers, and across the two issues, the majority of projects foreground teachers’ voices.
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How to Cite
Glazewski, K., & Dias, L. (2016). When We Partner With Teachers: A Commentary on Partnerships, Scaffolding, and (Accidental) Emphasis on STEM. International Journal of Designs for Learning, 7(2). https://doi.org/10.14434/ijdl.v7i2.22323
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