Suchergebnisse

This article proposes that close examination of story retellings, both oral and written, can reveal a narrator's attempts to re-emplot a story in various ways. The retellings presented occurred in the context of a teacher education course where, across the semester, Ellie a white teacher, retold the same story six times. The retellings provided a unique opportunity to add to previous research on retold stories by examining differences and similarities in the six narratives that surfaced issues of culture and race related to teaching. The article also contributes methods of narrative analysis used to analyze and compare narrative structure and evaluations across the retellings. Discourse patterns revealed changes in narrative emplotment and evaluation and in the narrator's positioning of herself, a Euro-American teacher, and others, primarily African American students.

This qualitative telling case study was situated within a broader project, which explored how the research participants modified their teaching after having completed their master's program. We investigated reflective stance of a teacher-practitioner who was a graduate of a Master's Literacy Specialist program, which promoted reflective teaching practices using videos of students' own teaching. The research questions were: (1) How does the participant demonstrate his use of a reflective stance with regard to teaching practices? (2) What are the modifications in teaching practices that were made by the participant after the reflective video pedagogy course used in his graduate practicum? (3) What other elements of his graduate program does the participant describe as being important in his development as a reflective practitioner? (4) Which of these elements does he choose to employ in his classroom? Primary data sources included: classroom observations, participant interviews, and student artifacts. We analysed the data using qualitative methods of open coding, thematic analysis, and triangulation. The research found that the focus-participant reported a series of modifications made by him to his teaching and demonstrated his use of reflective stance on the high mastery level.

Educators are always in search of approaches that promote student development and academic achievement. Engaging learners in purposeful instruction in skills and strategies is a cornerstone in every classroom. The gradual release of responsibility (GRR) model requires the responsibility of learning to shift from being teacher-centric towards students gradually assuming responsibility as independent learners. In the last 35 years, the gradual release of responsibility model of instruction has become synonymous with some of the most effective approaches to teach both skills and content to students of all ages. Evidence-based practices have been documented across the globe not only in literacy but also in most disciplines across the curriculum. While the GRR model is a well-established theory, its implementations have not been researched. This edited volume discusses how the GRR model evolved and has been applied, how it benefits learners and teachers, and how it can be utilised for years to come. By looking not only at the gradual release of responsibility model from a theoretical standpoint but also the research and practice of this approach, this book will prove invaluable for educational leaders and researchers alike.