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How do classroom exchanges shape the developing forms and functions of literacy learning and teaching as students transition across the years of schooling? We explore this question using excerpts from literacy lessons from primary and secondary classrooms, showing how lesson exchanges develop as trajectories connecting different forms of 'knowing' and 'doing' literacy as a meaning making, socially grounded action. In this article, we refer to transitions as the movements between place and time, and trajectories to refer to developmental progressions. We identify a variety of interactional moves that in lessons shift students' attention to different facets of literacy learning, shuttling across material, social, cultural and disciplinary considerations, allowing the gradual functional connections between these dimensions of literacy to emerge and become routine. We show that these moves, whether sudden or gradual, remarked on or not, largely depend on how a teacher scaffolds the work interactionally, then-and-there, in the lesson. Drawing on Conversation Analysis we examine the details of selected classroom transcripts from recorded primary and secondary lessons. We show the emergence of literacy's changing shape and significance (emerging as literacy trajectories), and we suggest what these changes might signify subsequent developments in students' literacy learning as participants in pedagogical interactions. Our exhibits indicate that the emergence of literacy trajectories can be productively reconsidered in terms of Vygotsky's (2978) notion of changes over time in the interfunctional relations among learning processes (e.g., 'remembering'-'thinking') and the focus of literacy lessons (e.g., 'vocabulary' and 'meaning'). We discuss how these interfunctional relations are signaled and made relevant in classroom exchanges., Introduction: Conceptualising literacy transitions and trajectories Schooling in Australia and in many other nations is typically organised in classes, sequenced in year levels or stages of schooling, with similarly aged [...]

By the time students in the United States enter 5th grade, nearly 12% are receiving special services (Herring, McGrath, & Buckley, 2007). Many of these students are served in an [...]

This study examines the effect of a comprehensive literacy-coaching program focused on enacting a discussion-based approach to reading comprehension instruction (content-focused coaching [CFC]) on the quality of classroom text discussions over 2 years. The study used a cluster-randomized trial in which schools were assigned to either CFC or standard practice in the district for literacy coaching. Observers rated classroom text discussions significantly higher in CFC schools. Teachers in the CFC schools participated more frequently in coaching activities that emphasized planning and reflecting on instruction, enacting lessons in their classrooms, building knowledge of the theory underlying effective pedagogy, and differentiating instruction than did the teachers in the comparison condition. Qualitative analyses of coach interviews identified substantive differences in the professional development support available to coaches, scope of coaches' job responsibilities, and focus of coaching resources in the CFC schools and comparison schools. Keywords HLM (hierarchical linear modeling), literacy/reading teacher education, urban teacher education, Classroom talk plays a critical role in the development of students' literacy skills (Murphy, Wilkenson, Soter, Hennessey, Alexander, & Nystrand, 2009; Nystrand, 2006). Research links improved reading comprehension to interactive [...]

This research addresses the benefits of integrating a technology-based attendance system based on classroom management techniques (CAMTs and CARs) in the teacher education program in Kuwait. Several areas of attendance [...]

Imagine a day in the distant future when a student comes home from school (or the community learning center), and the parent asks, 'What did you do at school today?' [...]

The sheer volume of information available today renders it impossible for everyone to know all there is to know on specific topics of interest. It is in fact becoming increasingly [...]

All teachers want students to be independent readers. Targeting comprehension skills is one way to help teachers and students accomplish this goal. However, studies focusing on comprehension indicate that although [...]

While school and district policies often dictate the administration of specific standardized tests at prescribed intervals, there are alternative assessment options. The mandated tests tend to give a snapshot of [...]

Constructing meaning from science texts relies on comprehending not only the words of science but also the visuals. In our experience, students often face comprehension challenges with graphics--particularly when reading [...]

Many elementary teachers and parents view spelling proficiency as a cornerstone of academic success because it links to advances in general literacy (e.g., Juel, 1988; Stanovich, 1986). Although educators have [...]

In the second-grade classroom, students are sprawled on the floor surrounded by books, large posters, markers, paint, and glue. Samples of their work hang everywhere from the ceiling and walls. [...]

As we come to the end of our journey as editors of The Reading Teacher, like those before us we are overflowing with reflections. It has been a great honor [...]

'Reading is like a portal to another realm.' 'Reading is like going somewhere with no directions.' 'Reading is like baking a cake.' 'Reading is like getting my teeth pulled.' These [...]

In response to the increasing rate of students failing to complete their bachelor, master, and doctoral programs, many colleges and universities are now offering cohort education models of study. The goals of cohort education are to promote retention, graduation, and success rates of students. This non-traditional approach to education places students pursuing the same field of education into learning groups that take a majority of their class work together according to a pre-determined schedule of classes. This paper reviews the benefits and drawbacks of being a member of a cohort program from two different perspectives: Cohort members and instructors of cohort members. The experiences of these two major sub-groups within the cohorts' structure, as well as the effects of an association with cohort members are discussed. Educational implications of college cohort programs and suggestions for future research studies of cohort members are provided., Introduction Cohort programs in higher education have become increasingly popular. A decline in student retention and graduation rates in the United Kingdom and the United States has been given as [...]

The use of learning stations is an approach to meet needs of pupils in achievement. Here, pupils may make choices in terms of what to learn. From a learning station, a pupil may select learning activities to complete, be they individual or committee endeavors. Activities might also be chosen on the basis of learning styles. A pupil may prefer to do a hands on project; another learner prefers a task involving the abstract such as reading and writing. A hands on project may also involve reading/writing in securing information and doing a writeup on the completed project. But the emphasis will be upon a hands on approach in learning. Abstract learnings, too, require visual representations to learn from, so that accuracy in concept development is possible. Regardless of goals involved in learning, the pupil may select what to learn, from alternatives, in a learning centers procedure in social studies lessons and units of study (Ediger, 2009)., Decision Making with Learning Centers In a social studies unit, there needs to be four to five centers with, approximately, five tasks per center. The tasks need to be thought [...]

Our days are a kaleidoscope. Every instant a change takes place in the contents. New harmonies, new contrasts, new combinations of every sort. Nothing ever happens twice alike. The most [...]

The use of learning stations is an approach to meet needs of pupils in achievement. Here, pupils may make choices in terms of what to learn. From a learning station, [...]

EVIDENCE IS PRESENTED for the qualitative similarity hypothesis (QSH) with respect to children and adolescents who are d/Deaf or hard of hearing. The primary focus is on the development of English language and literacy skills, and some information is provided on the acquisition of English as a second language. The QSH is briefly discussed within the purview of two groups of cognitive models: those that emphasize the cognitive development of individuals and those that pertain to disciplinary or knowledge structures. It is argued that the QSH has scientific merit with implications for classroom instruction. Future research should examine the validity of the QSH in other disciplines such as mathematics and science and should include perspectives from social as well as cognitive models.

Recent advances in technology have led to the increased popularity of online courses. While availability of online courses offer many advantages, they are often criticized for not providing much, if [...]

In an age of enhanced visual technology, the use of visual supplements in the classroom has become increasingly effective in conveying information about complex biological concepts. What is more, many students feel the need to 'see' concepts depicted in one form or another. Over many years of teaching biology at a university, I discovered the usefulness of incorporating simple, generic graphs into lectures and assignments to show relationships between assorted variables discussed in class. Here, I show how to illustrate a relationship between two variables on a single graph and integrate relationships for multiple related variables on a series of 'stacked' graphs. I also demonstrate how graphs can help make a distinction between two commonly confused concepts: negative correlation and negative feedback. Key Words: Relational graph; relationship; correlation; dependent variable., 'A picture is worth a thousand words.' Many instructors would agree that this sentiment is certainly relevant when discussing concepts in biology. Most of us have likely encountered an ever-increasing [...]

Abstract This feasibility study investigated how language instruction can be designed to help learners build on first language (L1) knowledge in acquiring a new language. It seems likely that learners [...]

The doors to higher education opened during the late 1960s and 1970s in large part because of demands made by African American and Latino students. Despite this cultural and demographic [...]

The following are some of the ways in which Colleen's (second author) eighth graders in a low-tracked reading class demonstrated critical literacy: * Speculating on why young adolescents would attempt [...]

This study used a quasi-experimental research design to examine the impact of a professional learning program designed to enhance the competency of children with Autism, Attention Deficit Hyperactivity Disorder and Learning Disabilities and to develop knowledge, understanding and skills of teachers and parents in helping them. Data were collected from sample groups including administrators, teachers, students and parents. These sample groups were from 16 target schools, eight from Supanburi and eight from Khon Kaen provinces in Thailand. The instructional approaches were developed by teachers and taught in schools. Students were in Grades 1 to Grade 6. Research tools included parallel lesson plans, teaching materials and intervention techniques for enhancing student learning, a set of achievement tests and reflective forms. It was found that teachers and parents implemented intervention techniques which led to increased student academic performance and the development of a more collaborative approach to supporting children with diverse needs in Thailand, Introduction The philosophy of inclusive education envisions the idea of providing opportunities for students with disabilities to study as equal partners with their classmates without disabilities (Forlin, 2008; Mitchell, 2008). [...]

This discussion focuses on an aspect of teacher education for diversity that is frequently mentioned but not developed in sufficient detail. It is preservice teachers' and teacher educators' attitudes and beliefs about racial, cultural, and ethnic differences. These are the ideological anchors of teaching decisions and behaviors and meet Cuban's criteria of deep structures and second-order targets of educational reform. Keywords diversity, race/class/gender issue, teacher knowledge and beliefs, The ethnic, racial, cultural, social, and linguistic diversity that is growing by leaps and bounds in U.S. schools and society is a defining feature of our lives, even though we [...]

Arguing that teacher education has become rule bound, even in the use of teaching narratives and cases, and for the need to challenge beginning teachers' conceptions of teaching and learning, the author suggests parables as promising means for enlivening teacher education and for stretching understanding. After defining parable, the author presents an analysis of three examples--The Storm, The Sower, and The Fish and the Turtle--to illustrate some of the rich interpretative possibilities they offer for thinking critically and imaginatively about teaching and learning and for generating fresh educational metaphors useful for guiding thought and action. Keywords parables, storytelling, narrative inquiry, beginning teacher beliefs, teacher education curriculum, Introduction While observing a colleague teach recently, I was struck by his use of narratives to illustrate points and to answer questions. Over the past 20 years, narratives have garnered [...]

This article addresses the problem of designing classroom settings where students have the opportunity to generate knowledge in a manner consistent with the epistemic foundations of a discipline. Because classroom settings are complex ecologies, successful design requires a working model of how components of the design--including tasks, inscriptions, material means, and forms of argument--function to promote epistemic development. These ideas are illustrated in an extended program of design research oriented toward introducing children to modeling, a form of knowing characteristic of the natural sciences. The example highlights the considerations that informed the guiding epistemology, the elements of design and their orchestration, and the forms of student learning that resulted. Keywords: epistemology, instructional design, modeling, learning ecology, inscription DOI: 10.1037/a0017274

Teachers know that learning proceeds from the known to the unknown. Analogies help a student learn abstract material by relating it to his or her known experiences. Gentner (1998, p.107) [...]

As I walk around my classroom observing my students, I realize that before I can begin teaching them I must spend some time getting to know them; jotting observations about [...]

In this article we critically analyze how neoliberalism, as a political-economic discourse, uses surveillance to produce a stratified student body for economic roles. Panoptic technologies regulate schools and teachers by [...]

As educators, we know that environment influences learning and, in particular, that classroom environments influence literacy development (Wolfersberger, Reutzel, Sudweeks, & Fawson, 2004). Studies provide evidence of the importance of [...]

Abstract A capstone electronic portfolio, usually focused on summative assessment, was altered for preservice social studies teachers to include video-based formative e-portfolio assessment. Using a case-study design with three participants, [...]

The other day, I couldn't find Shayla. I went in her room and there she was, reading. She never reads in her spare time. (Shayla's dad) When fifth-grader Shayla (pseudonym) [...]

Teachers engage in responsive teaching every day. They collect information about their students, interpret that information, and make instructional decisions (any decisions, really) based on the information collected, on their […]