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GSE Profiles
Staff Contact: Kate Capps
Randi A. Engle
Assistant Professor
Cognition and Development
Office: 4641 Tolman
Phone: (510) 643-9720
Email: RAEngle "at" berkeley "dot" edu
Website:
Office: 4533 Tolman
Phone: (510) 642-4206
Email: kate "at" berkeley "dot" edu
Randi A. Engle is a learning sciences researcher who uses tools from cognitive science and discourse analysis to understand the principles and practices underlying effective discussion-based learning environments, especially in mathematics and science. She studies both experienced and beginning teachers to better understand what is involved in facilitating discussions in which students are both (1) deeply engaged in productive intellectual work and (2) able to generatively transfer what they've learned to their future endeavors. Her goal is to develop practical, empirically-grounded theories of these processes that will make it possible for more teachers to facilitate effective classroom discussions. Theoretically, she draws from situative perspectives that view learning as being inextricably situated in its social and material contexts and as contributing to the development of learners' identities. She is looking forward to working with students who share her interest in developing such a perspective and in investigating how discourse and other forms of social interaction influence teaching and learning.If you're considering graduate study in EMST or SESAME, a wise way to prepare an application is to read faculty papers to see if there's a connection between what you'd like to study and what we do, and if so, contact us by email to discuss the potential fit between your interests and ours. In particular, I am looking for a PhD student with a strong background in biology and/or biology instruction to join my framing transfer project (see Engle, 2006). We are conducting a series of studies of tutoring and classroom instruction with high school biology students. Someone with experience creating computational models also would be an asset for the differential influence project (see Engle et al., submitted). And I have several mathematics education projects. However, if your interests relate to mine in other ways, please do not hesitate to contact me!
• Ph.D., Stanford University: Education
• A.B., Dartmouth College: Mathematics and Psychology
return to topFALL 2008:
• Curriculum and Instruction class: EDUC 221A "Towards Ambitious Instruction in Mathematics: Theory into Practice" (Fall semesters, Thursdays 1:30-4:30pm) General syllabus.
• Advanced methods seminar: EDUC 293V "Video-analysis Seminar" (Has been held every semester since Spring 2007, Thursdays 10:30-1:30) General syllabus.
• Research Group: EDUC 223B: "The Discourse, Interaction, and Learning Lab" (Every semester, Fridays 1-3pm and beyond, Tolman 4646)SPRING 2009:
• Introductory seminar: EDUC 229D "Discourse and Learning in Math and Science Classrooms" General syllabus.
• EDUC 293V "Video-analysis Seminar" (see above)OTHER SEMESTERS (all of the above plus):
• Advanced seminar: "Innovative Perspectives on the Transfer of Learning" (EDUC 290C--Spring 2007, perhaps Spring 2009)
• Seminar: "Exploring Issues of Agency, Identity, and Authority in Mathematics and Science Education" (EDUC 290C 003--Fall 2005, not sure when I'll offer again--if you're interested, let me know)
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Articles (Refereed Journals, Proceeding)FRAMING CONTEXTS TO FOSTER THE TRANSFER OF LEARNING:
• Engle, R. A. (2006). Framing interactions to foster generative learning: A situative explanation of transfer in a community of learners classroom. Journal of the Learning Sciences, 15(4), 451-498.
• Engle, R. A., Roberts, S., Nguyen, P. D., Yee, P. & the Framing Transfer Research Group (2008). A design-based approach to experimental design: Investigating hypotheses about how framing influences transfer. Proceedings of the International Conference of the Learning Sciences.
PRINCIPLES FOR SUPPORTING PRODUCTIVE ENGAGEMENT:
• Engle, R. A. & Conant, F. C. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20(4), 399-483.
• Engle, R. A. & Faux, R. B. (2006). Towards productive disciplinary engagement of prospective teachers in educational psychology: Comparing two methods of case-based instruction. Teaching Educational Psychology, 1(2), 1-22.
• Engle, R. A. (2007). Leadership in the dance of agency during productive disciplinary engagement. Cultural Studies of Science Education, 2, 210-218.
• Engle, R. A. (2008). Establishing collaborations in design-based research projects: Insights from the origins of the MMAP project. Proceedings of the International Conference of the Learning Sciences.
• Engle, R. A., McKinney de Royston, M. & Langer-Osuna, J. (2008). Toward a model of differential influence in discussions: Negotiating quality, authority, and access within a heated classroom argument. Proceedings of the Cognitive Science Society. Full length paper submitted to journal available on request.
• Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008, in press). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10(4).
• Smith, M. S., Hughes, E. K., Engle, R. A. & Stein, M. K. (in press). Orchestrating discussions of challenging tasks: Keeping your eye on the mathematics to be learned. Mathematics Teaching in the Middle School.
Book Chapters• Engle, R. A., Conant, F. C. & Greeno, J. G. (2007). Progressive refinement of hypotheses in video-supported research. In R. Goldman, R. Pea, B. Barron & S. Derry (Eds.), Video research in the learning sciences. Mahwah, NJ: Erlbaum.• Engle, R. A. (in press). The Middle-school Mathematics through Applications Project: Supporting productive collaborations during two different phases of curriculum design. In C. E. Coburn & M. K. Stein (Eds.), Research and practice in education: Building alliances, bridging the divide.
• Greeno, J. G., McDermott, R., Cole, K., Engle, R. A., Goldman, S., Knudsen, J., Lauman, B., & Linde, C. (1999). Research, reform, and aims in education: Modes of action in search of each other. In E. C. Lagemann & L. S. Shulman (Eds.), Issues in education research (pp. 299-335). San Francisco, CA: Jossey-Bass.
Monographs/Technical & Research Reports• Engle, R. A. (2006). Engaging diverse stakeholders in innovative curriculum design and research: The case of the Middle-school Mathematics through Applications Project (1990-2002). Technical report for the MacArthur and Spencer Foundation Meta-study on the Reconfiguring the Usual Relationships Between Researchers and Practitioners. Pittsburgh, PA: Learning Research & Development Center, Univ. of Pittsburgh. Available at: http://www.lrdc.pitt.edu/metastudy/PDF/MMAPCase0706.pdf• Engle, R. A., McKinney de Royston, M., Langer-Osuna, J., Bergan, J. & Mazzei, P. (2007). From positioning to differential influence in a student-led argument: Students negotiating authority, the conversational floor, and interactional space. Berkeley, CA: Discourse, Interaction, and Learning Lab. Paper available on request.
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• Hellman Family Fund Award "Framing learning contexts to promote transfer: An experimental study"
• COR Junior Faculty Grant "Framing learning activities to promote transfer-of-learning"
• NSF Junior Faculty Fellow, International Conference of the Learning Sciences
• Co-PI, Spencer Foundation grant, "Learning to Use and Understand Concepts during Project-based Activity"
• Spencer Foundation Dissertation Fellowship for Research Related to Education
• American Psychological Association Dissertation Research Award
• NSF Graduate Fellowship in Psychology and Cognitive Science
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Professional and Government CommitteesBarron, B. J. & Engle, R. A. (2007). Analyzing data derived from video records. In S. J. Derry (Ed.), Guidelines for Video Research in Education: Recommendations of an Expert Panel (pp. 24-33, 79-80) . Prepared for the NSF Interagency Education Research Initiative (IERI) and the Data Research and Development Center. Download the full report at
Editorial and Review PositionsEditorial Board, Journal of the Learning Sciences
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Classroom Discourse
Cognitive Development
Development of Professional Learning Communities
Educational Equity
Experimental Design In Education
Learner-centered Education
Learning
Mathematics Education
Qualitative Methods
Quantitative Methods
Research Methods
Science Education
Teacher Education and Certification
Teachers' Work
Last Modified: 9/12/08
