Third Invited Response: Broader Visions Encompassing Literacy, Learners, and Contexts

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68795/2/10.1177_074193259301400405.pd

Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers: Applying Systemic Functional Linguistics Concepts Through Design‐Based Research

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/146586/1/tesq472_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/146586/2/tesq472.pd

Friendship and Literacy Through Literature

The exploratory research reported in this article was designed to determine the processes and outcomes of planning thematic literacy instruction in a holistic and contextualized manner. The work was conducted in an upper-elementary, self-contained setting for students identified as learning disabled. Specifically, the instructional activities included (a) interactive readings from literature on friendship, (b) personal written responses to the literature, (c) supported retellings of the literature, (d) performance related to the literature, and (e) journal writing on the topic of friendship. The outcomes are reported in terms of the use of intertextuality over the course of the 6-week unit, the emergence of theme as a salient feature in literature, and a change in the children's conceptions of friendship. More specific literacy outcomes are captured in case studies of 3 children.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68922/2/10.1177_002221949502800805.pd

Examining student work for evidence of teacher uptake of educative curriculum materials

The purpose of this study was to identify evidence in student work of teachers' uptake of educative features in educative curriculum materials. These are features in curriculum materials designed with the specific intent of supporting teacher learning and enactment. This study was prompted by previous work on educative curriculum materials and the need to determine how teachers' use of educative curriculum materials can influence student learning. Student work from two fourth‐grade teachers' enactment of an electric circuits unit was analyzed for evidence of teachers' uptake of educative features, which included characteristics of quality for particular science practices. Findings from the student work revealed that the teachers used many of the supports in the educative curriculum materials, especially those that could be used directly with students. The student work also reflected characteristics of high‐quality science practices, which were only supported within the educative features. This study supports and extends other work related to how teachers' use of educative curriculum materials may influence student learning and has implications for supporting teachers' productive engagement in teaching that supports the integration of science content and scientific practices, as emphasized in current reform efforts. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 52: 816–846, 2015.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/112188/1/tea21220-sup-0001-SuppFig_S3.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/112188/2/tea21220-sup-0001-SuppFig_S2.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/112188/3/tea21220.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/112188/4/tea21220-sup-0001-SuppFig_S1.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/112188/5/tea21220-sup-0001-SuppFig_S4.pd

Providing the Context for Intentional Learning

This article is written in response to Sharon Derry's article “Remediating Academic Difficulties Through Strategy Training: The Acquisition of Useful Knowledge.” The features of effective strategy instruction, to which Derry refers, are illustrated by examining the nature of the decisions the teacher confronts; specifically, determining the purposes of instruction, the context in which instruction occurs, and the roles of the teacher and students in instruction.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/69150/2/10.1177_074193259001100608.pd

Examining the Context of Strategy Instruction

The goal of literacy instruction is to teach reading and writing as tools to facilitate thinking and reasoning in a broad array of literacy events. An important difference in the disposition of children to participate in literacy experiences is the extent to which they engage in intentional self-regulated learning. The contexts attending six traditional models of strategy instruction are examined. An exploratory study, conducted with heterogeneous third graders, is reported, examining the implementation and outcomes of three models of strategy instruction—Direct Instruction, Reciprocal Teaching, and Collaborative Problem Solving—which manipulated teacher and student control of activity, as well as the instructional context.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/69008/2/10.1177_074193259101200306.pd

Reciprocal teaching of comprehension-monitoring activities

Bibliography: leaves 56-61Supported by grants HD06864, HD05951 from the National Institute of Child Health and Human Development and from the National Institute of Education under contract no. US-NIE-C-400-76-011

Inducing strategic learning from texts by means of informed, self-control training

Bibliography: leaves 34-43Funded by grants HD06864 and HD05951 from the National Institute of Child Health and Human Developmen

EDUC 403 - Individualized Reading Instruction in the Elementary Grades

This undergraduate-level course explores techniques for assessment of reading and writing skills and for development of individualized instruction in classroom settings; develops strategies for meeting the needs of individual students through the evaluation, utilization, and adaptation of commercial reading materials and through the formation of principles and techniques for producing effective teacher-prepared materials. The course is structured for one 3-hour lecture and one discussion class per week.https://deepblue.lib.umich.edu/bitstream/2027.42/145696/1/education_educ-403-individualized-reading-instruction-elementary-grades_April09.zi

Everyday and academic thinking : implications for learning and problem solving

Pages numbered 2-30Bibliography: p. 23-29The preparation of this paper was completed with support from the National Institute of Child Health and Human Development (grants HD0595, HD06864), Department of Education (grant 00840068), and from the National Institute of Education (contract no. 400-81-0030