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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 education. She studies both experienced and beginning discussion facilitators in order to better understand what is involved in facilitating discussions in which participants 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.
• Ph.D., Stanford University: Education
• A.B., Dartmouth College: Mathematics and Psychology
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• Research Group: "The Discourse, Interaction, and Learning Lab" (EDUC 223B 010--Fall 2005 and beyond)
• Seminar: "Exploring Issues of Agency, Identity, and Authority in Mathematics and Science Education" (EDUC 290C 003--Fall 2005)
• Curriculum and instruction class: "Towards Ambitious Instruction: Theory into Practice" (EDUC 290C--Spring 2006; Fall 2007)
• Intro graduate seminar: "Discourse and Learning" (EDUC 290C--Fall 2006; maybe Fall 2008)
• Advanced methods seminar: "Video-analysis Working Group" (EDUC 290C--Spring 2007, Fall 2007, Spring 2008, and beyond)
• Advanced seminar: "Innovative Perspectives on Transfer of Learning" (EDUC 290C--Spring 2007, Spring 2009)Additional information available on the bSpace websites linked to the online schedule of classes. All students welcome!
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Articles (Refereed Journals, Proceeding)Framing Contexts to Foster 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. (submitted). Toward a model of differential influence in discussions: Negotiating quality, authority, and access within a heated classroom argument. Proceedings of the Cognitive Science Society.
• Stein, M. K., Engle, R. A., Hughes, E. K., & Smith, M. S. (in press). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning.
• 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. (under revision). 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.
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• 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. Prepared for the NSF Interagency Education Research Initiative (IERI) and the Data Research and Development Center.
Editorial and Review PositionsEditorial Board, Journal of the Learning Sciences
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Classroom Discourse
Cognitive Development
Development of Professional Learning Communities
Experimental Design In Education
Learner-centered Education
Learning
Mathematics Education
Research Methods
Science Education
Teacher Education and Certification
Teachers' Work
Last Modified: 3/10/08
