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Using a post-hoc study of collaboration negotiations, the study focuses on a fifth-grade team in Hawai‘i working with Instructional Conversations for Equitable Participation (ICEP) materials for mathematics dialogic teaching. Teachers adapt and question ICEP rubrics, negotiating goals of efficiency, deliberation, and inclusion. Findings inform how teacher-researcher partnerships can scale designs that support rather than impose equitable teaching visions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/affirming-and-extending-professional-visions-of-equitable-teaching-managing-dilemmas-in-teacher-researcher-collaboration/590372/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/affirming-and-extending-professional-visions-of-equitable-teaching-managing-dilemmas-in-teacher-researcher-collaboration/590372.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article address in teacher-researcher collaboration?","Question",{"text":112,"@type":113},"It examines how teachers and researchers manage dilemmas that arise while collaborating to construct professional visions of equitable teaching without imposing those visions on teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which framework and tool does the study use?",{"text":117,"@type":113},"The study applies Magdalene Lampert’s notion of “dilemma management” and analyzes negotiations around Instructional Conversations for Equitable Participation (ICEP) materials and observation rubrics.",{"name":119,"@type":110,"acceptedAnswer":120},"How did teachers in the study use the ICEP materials?",{"text":121,"@type":113},"The fifth-grade team used, questioned, and deviated from ICEP materials during collaboration meetings, appropriating and adapting codes from ICEP observation rubrics to fit their students and local context.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590372,1792193011,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-December 2025, Vol. 11, No. 1, pp. 1–19 DOI: 10. 1177/23328584251356502  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2025. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nAffirming and Extending Professional Visions of Equitable Teaching: Managing Dilemmas in Teacher-Researcher Collaboration  \nBryant Jensen  \nBrigham Young University  \nAliza Segal  \nBen-Gurion University of the Negev  \nTaylor Topham  \nNorthwestern University  \nAdam Lefstein  \nThe Hebrew University of Jerusalem  \nLearning to teach equitably is as knotty as equitable teaching itself. Both encompass challenges that place valid interests, such as efficiency and deliberation, into productive tension with one another. Applying Magdalene Lampert’s notion of“dilemma management” to teacher-researcher collaborations, we conduct a post-hoc analysis of negotiations in professional visions of equitable teaching between a researcher and a fifth-grade team of teachers in Hawai‘i. Using a formative peer observation system called Instructional Conversations for Equitable Participation (ICEP), this team used, questioned, and deviated from ICEP materials in their collaboration meetings to plan for and study equitable dialogic teaching practices in their mathematics lessons. Teachers appropriated, pushed back against, and adapted codes from ICEP observation rubrics to negotiate visions of equitable teaching that resonated with their students and the local context. We share implications for teacher-researcher collaboration and scaling and sustaining designs to assist rather than impose professional visions of equitable teaching.  \nKeywords: teacher education/development, professional development, equity, case studies, teacher learning, research– practice partnerships, professional vision, dialogue, classroom observation, instructional conversations, educational equity, professional vision  \nThe dilemma manager accepts conflict as endemic and even useful to her work rather than seeing it as a burden that needs tobe eliminated.  \n-–Lampert (1985, p. 192)  \nLearning to teach equitably is not straightforward. Equitable teaching requires, among other issues, teacher attention to the fair distribution of meaningful opportunities to participate, connecting the curriculum to students’ lives, mediating between disciplinary and everyday language practices, and balancing academic press, support, and inclusion (Jensen et al., 2021) . Such teaching requires awareness of and sensitivity to students’needs, and judgment about how to integrate them with competing instructional goals. Hence, such equitable teaching cannot be readily demonstrated or  \nprescribed through so-called “best practices” (Lefstein & Snell, 2013) .  \nThe development of teacher sensitivity and judgment can be enabled by participating in regular, peer-facilitated meetings within small, job-alike teams in which they reflect upon their practice and address instructional challenges together (Andrews-Larson et al., 2017; Vescio et al., 2008). Such processes are effective when (a) marked by trust, collegiality, and critical inquiry among members of the teacher team (Lefstein et al., 2020; Saunders et al., 2023), and (b) based upon a shared framework of teaching that is effective and just for students across racial, linguistic, cultural, religious, and socioeconomic differences (Jensen, 2021) .  \nTo these conditions, Gallimore et al. (2009, p. 540) add“assistance by capable others from within and outside the  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the origin","cbCaigjDRi8zouSc","https://ap.wps.com/l/cbCaigjDRi8zouSc","pdf",1488907,"English","# Background\n## Equitable teaching and dilemma management\n# Study design\n## ICEP and post-hoc analysis of negotiations\n# Findings\n## Teachers adapt and negotiate visions\n# Implications\n## Scaling and sustaining supportive collaboration","[{\"question\":\"What problem does the article address in teacher-researcher collaboration?\",\"answer\":\"It examines how teachers and researchers manage dilemmas that arise while collaborating to construct professional visions of equitable teaching without imposing those visions on teachers.\"},{\"question\":\"Which framework and tool does the study use?\",\"answer\":\"The study applies Magdalene Lampert’s notion of “dilemma management” and analyzes negotiations around Instructional Conversations for Equitable Participation (ICEP) materials and observation rubrics.\"},{\"question\":\"How did teachers in the study use the ICEP materials?\",\"answer\":\"The fifth-grade team used, questioned, and deviated from ICEP materials during collaboration meetings, appropriating and adapting codes from ICEP observation rubrics to fit their students and local context.\"}]","Affirming and Extending Professional Visions of Equitable Teaching - Managing Dilemmas in Teacher-Researcher Collaboration | PDF",1792069493,48]