Randi A. Engle
E-mail: raengle "at" berkeley "dot" edu
Office: 4641 Tolman Hall
Degrees
- Ph.D., Stanford University: Education
- A.B., Dartmouth College: Mathematics and Psychology
Publications and Presentations
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.
- 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 upon 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.
- 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.
- 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.
