Lisa M . Siciliano | University of Illinois at Chicago (original) (raw)

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Papers by Lisa M . Siciliano

PROCEEDINGS OF THE 44TH ANNUAL MEETING OF THE NORTH AMERICAN CHAPTER OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, 2022

School administrators play an important role in influencing instruction (Nelson and Sassi, 2000) ... more School administrators play an important role in influencing instruction (Nelson and Sassi, 2000) and building organizational capacity for equity (Galloway and Ishamaru, 2020). Previous research has focused separately on administrator content knowledge (Steele et al., 2015) and perceptions of equity (Nadelson et al., 2020). However, limited research details how
administrators think about equity within the context of math instruction. Meanwhile, studies of teachers have shown a connection between their visions and their instructional practice (Munter & Correnti, 2017). Therefore, administrators' visions of equitable instruction may also affect
math teaching and learning. This study examines this relationship, asking: How do district administrators characterize their visions of equitable math instruction?

Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022. Hiroshima, Japan: International Society of the Learning Sciences, 2022

While there have been a handful of learning scientists who have championed research in theatrical... more While there have been a handful of learning scientists who have championed research in theatrical spaces, there is still so much more to learn from these incredibly rich learning environments. FORTS is an immersive theatrical production and informal learning space where participants actively co-create knowledge through improvisational and collaborative processes. It was developed by a team of theatrical designers in much the same way that learning scientists design learning environments-through iterative cycles of design. This qualitative case study examines what the lead designer of FORTS learned through engaging in its design and implementation. A narrative of the design process was constructed from an interview with the designer which discussed her goals, original design decisions, expectations, feedback, reflections, and iterative design decisions. The theme of agency emerged as foundational to the designer's iterative process and to her shifting understanding of the relationship between immersive theatre design and its participants.

ArtsPraxis , 2021

In March 2021, About Face Youth Ensemble faced the task of creating a show online with both perfo... more In March 2021, About Face Youth Ensemble faced the task of creating a show online with both performers and teaching artists stuck in their homes, separated from each other. At the end of the youth ensemble's three-month long devising process, the virtual production of Whodunnit? A Groovy Queer Murder Mystery at Camp Forest Woods! was released online. In this paper, members of the education staff share their reflections on how they designed for and engaged in a learning environment that facilitated a particularly connected ensemble. Key aspects of instructional design addressed in the article include the motivation behind the show, the theatre company's growing commitment to youth mental health, traditional "in-the-room" devising practices, and the utilization of online technology. Recommendations for applied theatre programs and their practitioner...

Teaching Artist Journal, 2021

Teaching Artist Journal , 2021

At the beginning of the 2020 pandemic, I grew concerned and also curious about how theatre educat... more At the beginning of the 2020 pandemic, I grew concerned and also curious about how theatre educators would transition theatre and drama instruction to an online platform. I began a research study interviewing theatre artists while they shifted their formerly in-person summer camps to virtual spaces. One of those instructors, Flannery, was initially hesitant to accept online learning, but through her experiences teaching camps and our conversations, she came to embrace Zoom, an online platform, for its strengths. Through this exploration, I, too, grew more confident that online platforms during this time could be an effective teaching, learning, and performance tool for theatre.

Conference Presentations by Lisa M . Siciliano

AERA POSTER , 2023

Informal learning environments that provide open-ended tasks and support active participant engag... more Informal learning environments that provide open-ended tasks and support active participant engagement (e.g., makerspaces (Wilkinson et al., 2016) and immersive theatre spaces (Siciliano, 2022)), can serve as sites for inquiry into learner agency. Although facilitators play an essential role in such spaces (Gutwill et al., 2015), research examining facilitators’ pedagogical practices and how to design these roles and practices to foster learner agency is just beginning to emerge (Kajamaa et al., 2020; White et al., 2021). In this paper, facilitation moves and the design of a facilitator role to foster learner agency are explored in the context of an immersive theatrical space, FORTS!: Build Your Own Adventure.

PROCEEDINGS OF THE 44TH ANNUAL MEETING OF THE NORTH AMERICAN CHAPTER OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, 2022

School administrators play an important role in influencing instruction (Nelson and Sassi, 2000) ... more School administrators play an important role in influencing instruction (Nelson and Sassi, 2000) and building organizational capacity for equity (Galloway and Ishamaru, 2020). Previous research has focused separately on administrator content knowledge (Steele et al., 2015) and perceptions of equity (Nadelson et al., 2020). However, limited research details how
administrators think about equity within the context of math instruction. Meanwhile, studies of teachers have shown a connection between their visions and their instructional practice (Munter & Correnti, 2017). Therefore, administrators' visions of equitable instruction may also affect
math teaching and learning. This study examines this relationship, asking: How do district administrators characterize their visions of equitable math instruction?

Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022. Hiroshima, Japan: International Society of the Learning Sciences, 2022

While there have been a handful of learning scientists who have championed research in theatrical... more While there have been a handful of learning scientists who have championed research in theatrical spaces, there is still so much more to learn from these incredibly rich learning environments. FORTS is an immersive theatrical production and informal learning space where participants actively co-create knowledge through improvisational and collaborative processes. It was developed by a team of theatrical designers in much the same way that learning scientists design learning environments-through iterative cycles of design. This qualitative case study examines what the lead designer of FORTS learned through engaging in its design and implementation. A narrative of the design process was constructed from an interview with the designer which discussed her goals, original design decisions, expectations, feedback, reflections, and iterative design decisions. The theme of agency emerged as foundational to the designer's iterative process and to her shifting understanding of the relationship between immersive theatre design and its participants.

ArtsPraxis , 2021

In March 2021, About Face Youth Ensemble faced the task of creating a show online with both perfo... more In March 2021, About Face Youth Ensemble faced the task of creating a show online with both performers and teaching artists stuck in their homes, separated from each other. At the end of the youth ensemble's three-month long devising process, the virtual production of Whodunnit? A Groovy Queer Murder Mystery at Camp Forest Woods! was released online. In this paper, members of the education staff share their reflections on how they designed for and engaged in a learning environment that facilitated a particularly connected ensemble. Key aspects of instructional design addressed in the article include the motivation behind the show, the theatre company's growing commitment to youth mental health, traditional "in-the-room" devising practices, and the utilization of online technology. Recommendations for applied theatre programs and their practitioner...

Teaching Artist Journal, 2021

Teaching Artist Journal , 2021

At the beginning of the 2020 pandemic, I grew concerned and also curious about how theatre educat... more At the beginning of the 2020 pandemic, I grew concerned and also curious about how theatre educators would transition theatre and drama instruction to an online platform. I began a research study interviewing theatre artists while they shifted their formerly in-person summer camps to virtual spaces. One of those instructors, Flannery, was initially hesitant to accept online learning, but through her experiences teaching camps and our conversations, she came to embrace Zoom, an online platform, for its strengths. Through this exploration, I, too, grew more confident that online platforms during this time could be an effective teaching, learning, and performance tool for theatre.

AERA POSTER , 2023

Informal learning environments that provide open-ended tasks and support active participant engag... more Informal learning environments that provide open-ended tasks and support active participant engagement (e.g., makerspaces (Wilkinson et al., 2016) and immersive theatre spaces (Siciliano, 2022)), can serve as sites for inquiry into learner agency. Although facilitators play an essential role in such spaces (Gutwill et al., 2015), research examining facilitators’ pedagogical practices and how to design these roles and practices to foster learner agency is just beginning to emerge (Kajamaa et al., 2020; White et al., 2021). In this paper, facilitation moves and the design of a facilitator role to foster learner agency are explored in the context of an immersive theatrical space, FORTS!: Build Your Own Adventure.