Cogenerative dialogue is an empowering pedagogical approach to advance research. In my study cogenerative dialogue and coteaching were employed in an algebra 1 class in an urban high school in New York City. Lessons were cotaught with students and were videotaped for further analysis. The findings suggest that cogens constitute an excellent avenue to catalyze change in an urban algebra class.
","abstract_html":"<p>Cogenerative dialogue is an empowering pedagogical approach to advance research. In my study cogenerative dialogue and coteaching were employed in an algebra 1 class in an urban high school in New York City. Lessons were cotaught with students and were videotaped for further analysis. The findings suggest that cogens constitute an excellent avenue to catalyze change in an urban algebra class.</p>","abstract_has_math":false,"creators":["Woodburn-McDonald, Carol A"],"institution":"The Graduate School and University Center of The City University of New York","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Urban Education","degree_department":null,"school":null,"contributors":[],"advisors":["Kenneth Tobin"],"committee_chairs":[],"committee_members":["Konstantinos Alexakos","Gillian Bayne"],"year":2018,"date_issued":"2018-09-01T07:00:00Z","date_published":"2018-09-01T07:00:00Z","updated_at":"2026-07-24T01:58:57Z","subjects":["Physical Sciences and Mathematics","Social and Behavioral Sciences","Cogen","Ripple effect","Coteaching","Authentic"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://academicworks.cuny.edu/gc_etds/2784","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Kenneth Tobin"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Konstantinos Alexakos","Gillian Bayne"]},{"key":"dc:creator","label":"Author","values":["Woodburn-McDonald, Carol A"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-25T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Urban Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["The Graduate School and University Center of The City University of New York"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Physical Sciences and Mathematics","Social and Behavioral Sciences","Cogen","Ripple effect","Coteaching","Authentic"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://academicworks.cuny.edu/gc_etds/2784"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Cogenerative dialogue is an empowering pedagogical approach to advance research. In my study cogenerative dialogue and coteaching were employed in an algebra 1 class in an urban high school in New York City. Lessons were cotaught with students and were videotaped for further analysis. The findings suggest that cogens constitute an excellent avenue to catalyze change in an urban algebra class.
"]},{"key":"dc:title","label":"Title","values":["Using Cogenerative Dialogue To Catalyse Change"]}]}],"canonical_facts":{"dc:contributor.advisor":["Kenneth Tobin"],"dc:contributor.committeemember":["Konstantinos Alexakos","Gillian Bayne"],"dc:creator":["Woodburn-McDonald, Carol A"],"dc:date.available":["2018-06-25T07:00:00Z"],"dc:description.abstract":["Cogenerative dialogue is an empowering pedagogical approach to advance research. In my study cogenerative dialogue and coteaching were employed in an algebra 1 class in an urban high school in New York City. Lessons were cotaught with students and were videotaped for further analysis. The findings suggest that cogens constitute an excellent avenue to catalyze change in an urban algebra class.
"],"dc:identifier":["https://academicworks.cuny.edu/gc_etds/2784"],"dc:subject":["Physical Sciences and Mathematics","Social and Behavioral Sciences","Cogen","Ripple effect","Coteaching","Authentic"],"dc:title":["Using Cogenerative Dialogue To Catalyse Change"],"thesis:degree_discipline":["Urban Education"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["The Graduate School and University Center of The City University of New York"]},"updated_at":"2026-07-24T01:58:57Z"}