Scaling and Scalar Analysis as a Framework for Research on Teacher Learning

Figures & data

Table 1. Examples of Higher- and Lower-Scaled Ideologies and Identities in the Research Context

Higher-Scaled (Camille’s clinical context)	Lower-Scaled (teacher preparation program)
Standardization standardized testing and test-preparation decontextualized skills instruction linear skills accumulation basal reading series and workbooks Individual seatwork	Authentic Teaching authentic assessments meaningful and contextualized instruction textual interpretation authentic and popular culture texts student collaboration
Authoritative teacher identity teacher centered instruction pedagogy of transmission Initiation-Response-Evaluation/Feedback (Cazden, 2001)	Responsive teacher identity pedagogical experimentation reflection-in-the-moment dialogic interactions with students

Table 2. “You Know What’s Pretty cool?”

Line	Speaker-Hearer	Text	Additional Contextualization
		Interaction Unit 1: Instructional Mission
238 239 240 241 242 243 244 245 246 247	C→Students C→Sandy Sandy→C C→Students	Last one *“Place fake item boxes where your opponent won’t expect them”* Sandy | do you see a pronoun in that last sentence↑ your “Place fake item boxes where your opponents won’t expect them”	*enunciating each word*
		Interaction Unit 2: Sharing Information
248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276	S→C C→S S→C C→S S→C C→S	you know what’s pretty cool↑ what’s that ↓ when you place them those things that grow I always think that they’re something else but when I hit them they always explode on me do they↑ the fake ones the fake ones↑ | | I know you gotta be careful see I actually took the time to read my manual last night↑ and now I know all these things so I really bet I could be really good at this now now that I’ve taken the time to do it we’re going to move on	Camille turns, moves back toward interactive whiteboard/interactive; whiteboard centers Camille and pedagogical focus Turns back to student, line 266
		Interaction Unit 1 Resumes: Instructional Mission
277	C→Students	So here’s what we’re going to do↓ | | | |

Table 3. “I Made a mark.”

Line	Speaker	Message Units	Additional Contextualization
001 002 003 004	Lara	what sort of things do you think the kids- after this lesson went home and told their parents
005	Camille	| | |
006 007 008 009 010	Lara	I mean like if one of them went home and said {hey dad guess what we did today} what do you think about the rest of that sentence↓
011 012 013	Camille	probably they would sa+y we read video game manuals	Chuckles
014	Lara	uh hum	Lara laughing
015 016 017 018	Camille	I mean as far as saying anything about pronouns and contractions or any like that I doubt that would even | come out
019	Lara	yeah yeah
020	Camille	I guess that’s not necessarily a bad thing |
021 022 023	Lara	what do you think the parents if that conversation were to continue what do you think the parents-
024 025 026	Camille	-I think the parents would probably have questions about well{what subjects were you working o+n↑}
027	Lara	uh hum
028 029 030	Camille	you know {why are you reading video game manua+ls↑} things like that
031	Lara	yeah	Lara laughing
032 033 034 035 036 037 038 039 040	Camille	my teacher made a | Photo Works book for me where she took different pictures from around the year and had the book bound | and the kids wrote different letters for me in there one thing that sticks out to them is they um | I mean it was XXX it was the science experiment that we did	“teacher” refers to cooperating teacher
041	Lara	oh okay
042 043 044 045 046 047	Camille	and it was talking about air pressu+re | and the first time I did it we had a little malfunction and so it was when you fill glass up with water↑ and you put a piece of cardboard on the top | flip it over
048	Lara	right
049 050 051 052	Camille	and the cardboard stays↓ he first time I did it the cardboard fell off and water went everywhere	Laughing
053	Lara	sure	Laughing
054 055 056 057 058 059 060 061 062 063	Camille	and so it’s funny because that was one thing I think will stick with those kids when I spilled water over the floor so | but in that- in some respects I had kids come back in the next day I mean this probably happened with one kid saying {I tried that at home}
064	Lara	oh uh huh
065 066 067 068	Camille	whe+re- and I guess that is the thing for me | you know they are going home and trying things at home
069	Lara	yeah
070 071 072 073 074 075 076	Camille	and just you know ↓ if kids are taking something out of the classroom environment into their regular | regular life then that is kind of where I | made a mark I guess

Table

|	= one second pause
vowel +	= elongated vowel (So++, We+ll)
*word*	= boundaries of a style or voice change
-	= stops abruptly or speaker is cut off
text	= stress
text …	= trails off (not cut off, or abrupt
text	= loudly spoken or shout
↑	= rise in pitch
↓	= drop in pitch
{text}	= double-voicing^1
“text”	= speaker quoting another
Text	= reading text aloud
XXX	= unintelligible speech
[text]	= overlapping speech
US	= unidentified stude

Cazden, C. (2001). Classroom discourse. Heinemann.

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