164
Views
3
CrossRef citations to date
0
Altmetric
Articles

The composition of decomposition: unpacking reading in teacher education

Pages 176-192 | Received 13 Dec 2018, Accepted 03 Oct 2019, Published online: 14 Nov 2019

References

  • Boerst, T., Sleep, L., Ball, D., & Bass, H. (2011). Preparing teachers to lead mathematics discussions. Teachers College Record, 113(12), 2844–2877.
  • Bransford, J., Brown, A.L., & Cocking, R.R. (1999). How people learn brain, mind, experience, and school. Washington, D.C.: National Academy Press.
  • Bransford, J.D., & Johnson, M.K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11(6), 717–726.
  • Darling-Hammond, L., & Baratz-Snowden, J. (2007). A good teacher in every classroom: Preparing the highly qualified teachers our children deserve. Educational Horizons, 85(2), 111–132.
  • Dewey, J. (1904). The educational situation (No. 3). Chicago, IL: University of Chicago Press.
  • DiCamillo, K. (2009). Because of Winn-Dixie. Cambridge, MA: Canalewick Press.
  • Duffy, G.G. (2004). Teachers who improve reading achievement: What research says about what they do and how to develop them. In D. Strickland & M, Kamil (Eds.), Improving reading achievement through professional development, (pp. 3–22). Norwood, MA: Christopher-Gordon.
  • Duffy, G.G. (2005). Developing metacognitive teachers: Visioning and the expert’s changing role in teacher education and professional development. In S. Israel, C. Block, K. Bauserman, & K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 299–314). New Jersey: Lawrence Erlbaum Associates, Inc.
  • Grossman, P. (Ed.). (2018). Teaching core practices in teacher education. Cambridge, MA: Harvard Education Press.
  • Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. The Teachers College Record, 111(9), 2055–2100. Teachers College Record.
  • Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re‐imagining teacher education. Teachers and Teaching, 15, 273–289.
  • Grossman, P. L., Smagorinsky, P., & Valencia, S. (1999). Appropriating tools for teaching English: A theoretical framework for research on learning to teach. American Journal of Education, 108(1), 1–29.
  • Grossman, P.L., Valencia, S.W., Evans, K., Thompson, C., Martin, S., & Place, N. (2000). Transitions into teaching: Learning to teach writing in teacher education and beyond. Journal of Literacy Research, 32(4), 631–662.
  • Kavanagh, S.S, & Danielson, K.A. (2019). Practicing justice, justifying practice: toward critical practice teacher education. American Educational Research Journal. doi: 10.3102/0002831219848691
  • Kazemi, E., Franke, M., & Lampert, M. (2009). Developing pedagogies in teacher education to support novice teachers’ ability to enact ambitious teaching. In crossing divides: Proceedings of the 32nd annual conference of the mathematics education research group of Australia (Vol. 1, pp. 12–30). Adelaide, SA: MERGA.
  • Kennedy, M. (1999). The role of preservice teacher education. In L. Darling-Hammond & G. Skyes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp54–85), San Francisco: Jossey-Bass.K
  • Kennedy, M. (2016). Parsing the practice of teaching. Journal of Teacher Education, 67(1), 6–17.
  • Korthagen, F.A., & Kessels, J.P. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4–17.
  • Lampert, M. (2010). Learning teaching in, from, and for practice: What do we mean? Journal of Teacher Education, 61(1–2), 21–34.
  • McDonald, M., Kazemi, E., & Kavanagh, S.S. (2013). Core practices and pedagogies of teacher education a call for a common language and collective activity. Journal of Teacher Education, 64(5), 378–386.
  • Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook. Sage. Thousand Oaks: Sage Publications.
  • National Reading Panel (NRP) (U.S.), & National Institute of Child Health and Human Development (U.S.). (2000). National reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Washington, DC: National Institute of Child Health and Human Development, National Institutes of Health.
  • Sabers, D.S., Cushing, K.S., & Berliner, D.C. (1991). Differences among teachers in a task characterized by simultaneity, multidimensional, and immediacy. American Educational Research Journal, 28(1), 63–88.
  • Shulman, L.S. (1998). Theory, practice, and the education of professionals. Elementary School Journal, 98(5), 511–526.
  • Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Wertsch, J. (1991). A sociocultural approach to socially shared cognition. In L.B. Resnick, J.M. Levine, & S.D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 85–100). Washington, DC: American Psychological Association.
  • Windschitl, M., Thompson, J., & Braaten, M. (2011). Ambitious pedagogy by novice teachers: Who benefits from tool-supported collaborative inquiry into practice and why? Teachers College Record, 113(7), 1311–1360.
  • Yin, R. (2003). Case study research: Design and methods (3rd ed.). London: Sage Publications.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.