Susan Mckenney

Susan Mckenney
University of Twente | UT · ELAN, Teacher Development

PhD

About

140
Publications
106,406
Reads
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4,680
Citations
Additional affiliations
September 2011 - December 2015
Open Universiteit Nederland
Position
  • Professor (Associate)
December 2010 - present
University of Pittsburgh
Position
  • Professor

Publications

Publications (140)
Article
Full-text available
In all levels of education, teachers’ abilities to deal with complex classroom situations in split-seconds concerns pedagogical tact, a crucial quality which relies, in part, on intuition. Developing the ability to appropriately handle the complexity of classroom situations requires a systemic approach. This study aimed to explore the experiences i...
Article
Purpose: Second and foreign language (SL/FL) teachers’ informal problem-solving has received little explicit research attention while it is widely acknowledged that problem-solving is crucial to expertise development in any complex knowledge domain. To develop a clearer understanding of the role of informal problem-solving in SL/FL teachers’ expert...
Article
Full-text available
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 ch...
Article
Full-text available
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...
Article
School-based citizen-science can be a powerful means to engage youth in environmental education, yet developing robust science curricula around citizen-science activities is tremendously challenging. Prior research provides limited examples and very little guidance for curriculum designers. To support the designers of school-based citizen-science c...
Article
Full-text available
Educative curricula support teacher learning as well as the learning of students. High quality educative curricula contain features that help teachers customize learning opportunities and environments in ways that meet the needs of their learners. Designing these features requires expertise related to subject matter content, pedagogy, teacher and s...
Article
Full-text available
This study explores teachers’ awareness of intuition, and how that awareness affects their classroom practices both conceptually and pragmatically. Scholars have long supported the notion that intuition is a crucial form of knowing that supports teaching. Teachers rely heavily on their intuition to deal with complex classroom situations, especially...
Conference Paper
Full-text available
Due to changes of the labor market and increased competition on an (inter)national scale, institutions of higher education are forced to innovate, creating an additional need for teacher professional development. In engineering education, interdisciplinary education has become increasingly important, bringing many advantages for both students and t...
Article
Full-text available
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 curri...
Article
Full-text available
Around the globe, science education during compulsory schooling is envisioned for all learners regardless of their educational and career aspirations, including learners bound to the workforce upon secondary school completion. Yet, a major barrier in attaining this vision is low learner participation in secondary school science. Because curricula p...
Article
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 appr...
Article
Full-text available
Background Solutionism is the all‐too‐common human propensity for jumping to a solution before adequately understanding the nature of a problem. Solutionism has long been prevalent in efforts to improve education at all levels, including medical education. Thesis Educational design research is a genre of research that features in‐depth understandi...
Article
Full-text available
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’ learni...
Chapter
This chapter examines the Research, Development, and Diffusion (RD&D) model, which for many years has dominated how research is used to inform the design of (large-scale) curriculum innovations. Specifically, we report a study that aimed to ascertain how research and practice relationships are shaped in RD&D projects, with a particular focus on tea...
Chapter
Collaborative curriculum design is a process through which two objectives are typically pursued, namely, the development of curriculum and materials for use in everyday classroom settings, and, through the discussions that this process engenders, teacher professional development. Yet, as described in the preceding chapters, achieving these goals is...
Chapter
Full-text available
Teachers are increasingly acting as co-designers of curriculum materials, because this process can positively affect their professional development while also yielding resources that are relevant and useful for their teaching practice. This study explores evidence related to the claim that involving teachers in collaborative design is worth the eff...
Article
Full-text available
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 learnin...
Article
Full-text available
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...
Article
Full-text available
This paper aims to shed light on our understanding of how teacher reflection could be fostered through online teacher professional development. In this respect, the presented paper starts from three theoretical foundations, namely: the characterization of online teacher professional development, logic modelling and finally fostering teacher reflect...
Article
Full-text available
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 b...
Article
To improve the writing performance of secondary school students in chemistry assessments, a set of activities was developed. First, through document analysis of written tests, five categories of frequent mistakes in answers were identified: poor punctuation (capital letters, periods), missing key answer components (omitting concepts necessary to an...
Article
Teacher Design Teams (TDTs) are professional learning communities in which teachers collaborate to (re)design educational materials. Although studies have indicated that leadership is vital for TDTs’ functioning, providing adequate leadership is challenging. Both shared and vertical leadership are needed, and how to combine them is not obvious. TDT...
Article
Full-text available
Grant-funded curriculum development efforts can substantially impact practice and research in science education. Therefore, understanding the sometimes-unintended consequences of changes in grant priorities is crucial. Using the case of two large funding agencies in the United States, the current portfolio review provides insight into these consequ...
Chapter
Full-text available
Design research is a genre of inquiry in which the iterative development of solutions to problems in practice provides the setting for scientific inquiry. Design researchers and practitioners collaborate to analyze the problems being tackled and to develop and refine solutions, which are informed by (formative) evaluation along the way. In these st...
Chapter
Full-text available
The last decade has witnessed a strong increase in research that moves toward mutually-beneficial collaboration between researchers and practitioners. This chapter focuses on such collaborations that aim to design resources for use in schools, while also advancing theoretical understanding of the dynamics within such partnership. We refer to such e...
Chapter
While curriculum design in teams has been shown to foster teacher learning and sense of ownership, little is understood about the nature and content of such conversations. This chapter shares the results of an investigation into how teachers draw on existing knowledge and share new insights during the collaborative creation of curriculum material f...
Article
Large investments are made in curriculum materials with the goal of supporting science education reform. However, relatively little evidence is available about what features of curriculum materials really matter to impact student and teacher learning. To address this need, the current study examined curriculum features associated with student and t...
Conference Paper
Full-text available
Despite decades of calls to engage in the scholarship of teaching [1], university teachers remain challenged to adopt an academic stance toward their education. Three crucial barriers are (1) the academic reward system, (2) the lack of support for teachers to develop such scholarship; (3) the isolation in which most teachers operate. We outline our...
Article
Full-text available
The quality of education suffers when pedagogies are not aligned with physical learning spaces. For example, the architecture of the triple-decker Victorian schools across England fits the information transmission model that was dominant in the industrial age, but makes it more difficult to implement student-centred pedagogies that better fit a mod...
Chapter
This chapter revisits a recently started dialogue between the fields of instructional systems design (ISD) and the learning sciences (LS) to present current trends in design and evaluation methods for TEL. It contains three sections. First, attention is given to literature concerning “design” and “evaluate” as verbs; this section focuses on the pro...
Article
Full-text available
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...
Article
Full-text available
Extended Teams (ETs), in which teachers and workplace supervisors are jointly responsible for the quality of education, were established to solve problems concerning school–workplace connections in vocational and professional education. Six ETs were investigated during their 1st year of collaboration. In addition to recordings of ET meetings, quest...
Article
A literature review was conducted to describe the knowledge and skills teachers need for using technology to foster early literacy development in kindergarten classrooms. The study was guided by three research questions, concerning 1) effects of specific technologies, 2) effective design characteristics and 3) effective use of such applications. Th...
Article
Full-text available
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 investigati...
Article
This study examines if and how five teacher education institutes are helping students to develop the technological pedagogical content knowledge needed to effectively use technology for early literacy. Focus group discussions were held with teacher educators in which their responses to expert recommendations were probed. Findings indicate that, cur...
Article
This study investigated the role of content knowledge in conversations of kindergarten teachers during collaborative curriculum design of learning material for technology-enhanced learning. Two teams of teachers received support from an early literacy expert during these design activities. Resulting conversations were analyzed on technological peda...
Presentation
Full-text available
From the perspective that a teacher’s TPACK depends on the subject domain, the students and the ecology of the school and the classroom, this symposium intends to contribute to a better understanding of TPACK in language teaching. We present four studies that discuss the meaning of TPACK as a knowledge base for teaching language with technology (mo...
Presentation
Full-text available
From the perspective that a teacher’s TPACK depends on the subject domain, the students and the ecology of the school and the classroom, this symposium intends to contribute to a better understanding of TPACK in language teaching. We present four studies that discuss the meaning of TPACK as a knowledge base for teaching language with technology (mo...
Presentation
Full-text available
From the perspective that a teacher’s TPACK depends on the subject domain, the students and the ecology of the school and the classroom, this symposium intends to contribute to a better understanding of TPACK in language teaching. We present four studies that discuss the meaning of TPACK as a knowledge base for teaching language with technology (mo...
Presentation
Full-text available
From the perspective that a teacher’s TPACK depends on the subject domain, the students and the ecology of the school and the classroom, this symposium intends to contribute to a better understanding of TPACK in language teaching. We present four studies that discuss the meaning of TPACK as a knowledge base for teaching language with technology (mo...
Presentation
Full-text available
From the perspective that a teacher’s TPACK depends on the subject domain, the students and the ecology of the school and the classroom, this symposium intends to contribute to a better understanding of TPACK in language teaching. We present four studies that discuss the meaning of TPACK as a knowledge base for teaching language with technology (mo...
Presentation
Full-text available
From the perspective that a teacher’s TPACK depends on the subject domain, the students and the ecology of the school and the classroom, this symposium intends to contribute to a better understanding of TPACK in language teaching. We present four studies that discuss the meaning of TPACK as a knowledge base for teaching language with technology (mo...
Presentation
Full-text available
From the perspective that a teacher’s TPACK depends on the subject domain, the students and the ecology of the school and the classroom, this symposium intends to contribute to a better understanding of TPACK in language teaching. We present four studies that discuss the meaning of TPACK as a knowledge base for teaching language with technology (mo...
Presentation
Full-text available
From the perspective that a teacher’s TPACK depends on the subject domain, the students and the ecology of the school and the classroom, this symposium intends to contribute to a better understanding of TPACK in language teaching. We present four studies that discuss the meaning of TPACK as a knowledge base for teaching language with technology (mo...
Chapter
There are no one-size-fits-all steps for tackling different design challenges within the context of education. There are, however, processes and activities that are often useful. Developing a repertoire so that designers can select and use the most fruitful and fitting approaches for specific situations is the focus of this chapter. After discussin...
Conference Paper
This study was undertaken due to the notorious frustrations of vocational educators and workplace supervisors concerning (mis)alignment between school and work contexts. Extended teams, consisting of vocational teachers and workplace supervisors, were established to share responsibility for the quality of education, and solving problems related to...
Article
p>Along with many ASCILITE members, we have grown increasingly concerned that current approaches to educational technology research lack value and practical application in the field. Educational design research (EDR) is an emerging approach that bridges the demand for rigorous research with the development of relevant solutions to educational probl...
Article
Full-text available
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 tha...
Book
Full-text available
The main objective of Open Discovery Space (ODS) is to mainstream eLearning in schools and national policies of the EU member states supporting Action 68 of the Digital Agenda for Europe through an innovation: A web-based resource giving teachers access to teaching and learning materials. The innovation model constitutes the basis for the design of...
Technical Report
Full-text available
The report describes outcomes of the activities carried out for the project “New Learning Opportunities in a Networked World: Developing a Research Agenda on Innovative uses of ICTs for Learning and Teaching”. The research consists of three main activities, namely desk research, written expert consultation and group concept mapping study involving...
Article
Research shows the benefits of collaborative design activity by teachers are that in their conversations (design talk) they develop technological pedagogical content knowledge (TPACK). While more and more teachers engage in collaborative design, little is known about how they use TPACK during design. The main question of this study was: “What is th...
Article
Full-text available
The purpose of this study was to gain deeper insights into how technology restructures the classroom as a spatial setting and how the positioning of these technologies can be associated with educational practices. The research includes a photographic and schematic representation of 115 classrooms in 12 primary schools in Belgium, resulting in a typ...