excelsior reports of research nota bene: book corner · 2013. 8. 2. · a third format—nota...
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Exc
elsi
orLe
ader
ship
in T
each
ing
and
Lear
ning
Vol
ume
1, N
umbe
r 1
Fal
l/Win
ter
2006
Mes
sage
fro
m th
e P
resi
dent
sM
arga
ret E
gan
Rob
ert J
. Mic
hael
Page
vii
Beg
inni
ng th
e C
onve
rsat
ion:
Not
es f
rom
the
Edi
tor
Cyn
thia
A. L
asso
nde
Page
vii
i
Rep
ort
s o
f R
esearc
hP
eer
Men
tori
ng: P
rom
otin
g P
rese
rvic
e Te
ache
rs’ P
rofe
ssio
nal D
evel
opm
ent
Rob
ert J
. Nis
tler
Page
1
Per
cept
ions
of
Chi
ldre
n’s
Cul
ture
in a
n U
rban
Sch
ool
Alt
hier
Laz
arC
athy
Pin
toN
atal
ie W
arre
nPa
ge 1
5
Sh
ari
ng
Pers
pecti
ves a
nd
Pra
cti
ces
Ope
n D
iscu
ssio
n: R
evis
itin
g N
ystr
and’
s D
ialo
gic
App
roac
hW
en M
aPa
ge 2
9
Jour
nali
ng in
a V
ideo
Env
iron
men
t:W
hat T
each
ers
Hav
e L
earn
ed fr
om th
e Pr
oces
sJo
anne
Kil
gour
Dow
dyPa
ge 3
7
No
ta B
en
e:
Bo
ok C
orn
er
Wor
ld-E
vent
Tra
uma
Ent
ers
the
Cla
ssro
om:
Can
Tea
cher
s S
uppo
rt S
tude
nts
Whe
n M
adm
en A
re R
unni
ng th
e W
orld
?A
biga
il M
cNam
eeM
ia M
ercu
rio
Page
51
NEW
YO
RK
ASS
OC
IATI
ON
OF
CO
LLEG
ES F
OR
TEA
CH
ER E
DU
CAT
ION
NYA
CT
E
Pre
side
nt
V
ice
Pre
side
nt/P
resi
dent
Ele
ct
Rob
ert J
. Mic
hael
Loi
s F
isch
S
UN
Y C
olle
ge a
t New
Pal
tzU
tica
Col
lege
Pas
t P
resi
dent
Exe
cuti
ve T
reas
urer
/Sec
reta
ry
Mar
gare
t Ega
nL
ucy
DiP
aola
C
olle
ge o
f M
ount
Sai
nt V
ince
ntM
ount
Sai
nt M
ary
Col
lege
Boa
rd o
f D
irec
tors
Kat
e D
aBol
l-L
avoi
eS
uzan
ne W
eber
Naz
aret
h C
olle
geS
UN
Y C
olle
ge a
t Osw
ego
Ann
ette
D. D
igby
Ann
jane
t Woo
dbur
nL
ehm
an C
olle
ge, C
UN
YPa
ce U
nive
rsit
y
Cra
ig H
ill
Naz
aret
h C
olle
ge
Mar
y E
. Die
zH
elen
e N
apol
itan
oA
lver
no C
olle
geM
arym
ount
Man
hatta
n C
olle
ge, r
etir
ed
Lau
ra D
orow
Sus
an P
olir
stok
Uti
ca C
olle
geL
ehm
an C
olle
ge, C
UN
Y
Loi
s F
isch
San
dra
Sta
cki
Uti
ca C
olle
geH
ofst
ra U
nive
rsit
y
Car
ol M
erz-
Fra
nkel
Rob
ert J
. Sta
rrat
tU
nive
rsit
y of
Pug
et S
ound
Bos
ton
Col
lege
NY
AC
TE
Execu
tive B
oard
2006-2
007
Nati
on
al E
dit
ori
al B
oard
Jour
nal E
dito
rC
ynth
ia A
. Las
sond
eS
UN
Y C
olle
ge a
t One
onta
Ed
ito
rial R
evie
w B
oard
Nuz
hat A
min
Lon
g Is
land
Uni
vers
ity,
C. W
. Pos
t Cam
pus
Am
y E
. Bar
nhil
lS
UN
Y C
olle
ge a
t Bro
ckpo
rt
Fre
d J.
Bra
ndt
Man
hatt
anvi
lle
Col
lege
Kat
hlee
n M
. Bro
wn
Nia
gara
Uni
vers
ity
Mel
issa
Jar
vis
Ced
eno
Bri
ghte
r C
hoic
e C
hart
er S
choo
l
Car
olyn
F. C
hrys
tS
UN
Y C
olle
ge a
t One
onta
Joan
ne M
. Cur
ran
SU
NY
Col
lege
at O
neon
ta
Mar
go D
elli
Car
pini
Leh
man
Col
lege
, CU
NY
Jane
t R. D
eSim
one
Leh
man
Col
lege
, CU
NY
Ann
ette
D. D
igby
Leh
man
Col
lege
, CU
NY
And
rew
Dow
ling
Man
hatt
anvi
lle
Col
lege
Joan
ne M
. Fal
insk
iPa
ce U
nive
rsit
y
JoA
nne
Fer
rara
Man
hatt
anvi
lle
Col
lege
Patr
ice
W. H
allo
ckU
tica
Col
lege
Ann
ette
F. H
auen
stei
nS
UN
Y B
rock
port
Judi
th K
aufm
anH
ofst
ra U
nive
rsit
y
Lau
renc
e K
rute
Man
hatt
anvi
lle
Col
lege
Dia
ne E
. Lan
gM
anha
ttan
vill
e C
olle
ge
Jenn
ifer
Lau
ria
Wag
ner
Col
lege
Ela
ine
Law
renc
eS
UN
Y C
olle
ge a
t One
onta
Ken
neth
Lin
dblo
mS
tony
Bro
ok U
nive
rsit
y
And
rew
Liv
anis
Long
Isla
nd U
nive
rsity
, Bro
okly
n C
ampu
s
JoA
nn M
. Loo
ney
Nya
ck C
olle
ge
Wen
Ma
Le
Moy
ne C
olle
ge
Mar
gare
t Cai
n M
cCar
thy
Can
isiu
s C
olle
ge
Mia
Lyn
n M
ercu
rio
Leh
man
Col
lege
, CU
NY
Son
ia E
. Mur
row
Bro
okly
n C
olle
ge, C
UN
Y
Rob
ert J
. Nis
tler
Uni
vers
ity
of S
t. T
hom
as
Roy
R. P
elli
cano
St.
Jose
ph’s
Col
lege
, Suf
folk
Cam
pus
Kat
hlee
n R
ockw
ood
Man
hatt
anvi
lle
Col
lege
Ann
e L
. Rot
hste
inL
ehm
an C
olle
ge, C
UN
Y
Sin
i Pro
sper
San
ouS
UN
Y S
tony
Bro
ok
Sus
an S
. She
nker
Lon
g Is
land
Uni
vers
ity,
C. W
. Pos
t Cam
pus
Bru
ce A
. Shi
elds
Dae
men
Col
lege
Chr
isti
na S
iry
Man
hatt
anvi
lle
Col
lege
Kar
en S
tear
nsS
UN
Y C
ortl
and
Pri
scil
la S
uare
zR
etir
ed f
rom
New
Yor
k C
ity
Pub
lic
Sch
ools
,B
ronx
Com
mun
ity
Col
lege
,an
d L
ehm
an C
olle
ge
Mar
ilyn
Tal
leri
coB
ingh
amto
n U
nive
rsit
y
Cec
elia
E. T
raug
hL
ong
Isla
nd U
nive
rsit
y,B
rook
lyn
Cam
pus
Kje
rsti
Van
Sly
ke-B
rigg
sS
UN
Y C
olle
ge a
t One
onta
Rob
erta
Wei
ner
Pace
Uni
vers
ity
Sta
cy A
. S. W
illi
ams
SU
NY
, Uni
vers
ity
at A
lban
y
Ann
jane
t Woo
dbur
nPa
ce U
nive
rsit
y
Calls f
or
Man
uscri
pts
Exc
elsi
or:
Lea
ders
hip
in T
each
ing
and
Lea
rnin
g pr
ovid
es a
for
um to
exp
lore
issu
es r
elat
ed to
teac
hing
and
lear
ning
at p
ubli
c an
d in
depe
nden
t col
lege
s an
dun
iver
siti
es w
ith
prog
ram
s in
teac
her
prep
arat
ion.
Exc
elsi
or s
olic
its
orig
inal
, tho
ught
-pro
voki
ng m
anus
crip
ts o
f va
riou
s fo
rmat
s,in
clud
ing
pape
rs p
rese
ntin
g re
sear
ch o
n is
sues
and
pra
ctic
es im
port
ant t
o te
ache
red
ucat
ion
and
in-d
epth
dis
cuss
ions
of
pers
pect
ives
on
issu
es a
nd p
ract
ices
that
cont
ribu
te to
the
prep
arat
ion
and
prof
essi
onal
dev
elop
men
t of
educ
ator
s. A
thir
dfo
rmat
—N
ota
Ben
e—sh
ould
con
tain
bri
ef, f
ocus
ed a
rtic
les;
boo
k re
view
s; o
rw
ebsi
te o
r te
chno
logy
rec
omm
enda
tion
s.
Dea
dlin
es fo
r su
bmis
sion
:Ju
ne 1
for
the
fall
/win
ter
edit
ion
Dec
embe
r 1
for
the
spri
ng/s
umm
er e
diti
on
Man
uscri
pt
Pre
para
tio
n a
nd
Su
bm
issio
n
To s
ubm
it a
man
uscr
ipt t
o be
con
side
red
for
revi
ew
• S
end
an e
lect
roni
c fi
le c
ompa
tibl
e w
ith
Mic
roso
ft W
ord
as a
n e-
mai
l att
achm
ent t
o
the
edit
or, C
ynth
ia L
asso
nde,
at l
asso
nc@
oneo
nta.
edu.
• M
anus
crip
ts m
ust f
ollo
w A
PA s
tyle
as
outl
ined
in th
e m
ost r
ecen
t edi
tion
of
the
A
PA s
tyle
man
ual.
• R
esea
rch
and
Per
spec
tives
man
uscr
ipts
sho
uld
not e
xcee
d 25
pag
es, i
nclu
ding
re
fere
nces
. Not
a B
ene
man
uscr
ipts
sho
uld
not e
xcee
d 5
page
s, in
clud
ing
refe
renc
es.
• In
clud
e a
100-
wor
d ab
stra
ct f
or R
esea
rch
and
Per
spec
tives
man
uscr
ipts
.•
The
cov
er p
age
shou
ld c
onsi
st o
f th
e ti
tle
of th
e m
anus
crip
t, a
sugg
este
d ru
nnin
g
head
, as
wel
l as
the
auth
ors’
nam
es, a
ffil
iati
ons,
add
ress
es, e
-mai
l add
ress
es, a
nd
tele
phon
e nu
mbe
rs.
• O
mit
hea
ders
and
foo
ters
exc
ept f
or p
age
num
bers
.•
Om
it a
ll id
enti
fier
s of
the
auth
ors
and
affi
liat
ions
fro
m th
e m
anus
crip
t. B
e su
re
com
pute
r so
ftw
are
does
not
rev
eal a
utho
r’s
iden
tity
as
wel
l.•
Sec
ure
all p
erm
issi
ons
to q
uote
cop
yrig
hted
text
or
use
grap
hics
and
/or
figu
res
of
othe
r no
n-or
igin
al m
ater
ial.
Incl
ude
perm
issi
ons
wit
h m
anus
crip
t.•
Dat
a-ba
sed
man
uscr
ipts
invo
lvin
g hu
man
sub
ject
s sh
ould
be
subm
itte
d w
ith
a
stat
emen
t or
veri
fica
tion
fro
m th
e au
thor
that
an
Inst
itut
iona
l Rev
iew
Boa
rd
cert
ific
ate
or le
tter
app
rovi
ng th
e re
sear
ch a
nd g
uara
ntee
ing
prot
ecti
on o
f hu
man
su
bjec
ts h
as b
een
obta
ined
fro
m th
e re
sear
cher
’s in
stit
utio
n.
Man
uscr
ipts
wil
l go
thro
ugh
a bl
ind
revi
ew b
y pe
er r
evie
wer
s an
d th
e ed
itor
.T
he r
evie
w p
roce
ss w
ill t
ake
appr
oxim
atel
y th
ree
mon
ths
from
tim
e of
sub
mis
sion
.A
ll m
anus
crip
ts w
ill b
e ju
dged
on
thei
r sc
hola
rshi
p, c
ontr
ibut
ion
to th
e kn
owle
dge
base
, tim
elin
ess
of to
pic,
cre
ativ
e/th
ough
tful
app
roac
h, c
lari
ty a
nd c
ohes
iven
ess,
appr
opri
aten
ess
to c
ateg
ory,
and
adh
eren
ce to
pre
para
tion
gui
deli
nes.
Sel
ecti
ons
may
als
o be
aff
ecte
d by
edi
tori
al d
ecis
ions
reg
ardi
ng th
e ov
eral
l con
tent
of
apa
rtic
ular
edi
tion
.
New
Yor
k St
ate
Ass
ocia
tion
ofT
each
er E
duca
tion
and
New
Yor
k A
ssoc
iatio
n of
Col
lege
sfo
r T
each
er E
duca
tion
invit
e y
ou
to
part
icip
ate
in
ou
r
2006 –
2007 jo
int
sta
te c
on
fere
nces.
Ann
ual F
all N
YSA
TE
& N
YA
CT
E C
onfe
renc
eO
cto
ber
26-2
7, 2006
Ho
lid
ay In
n T
urf
on
Wo
lf R
oad
Alb
any,
NY
www.Holidayinnturf.com
Ann
ual S
prin
g N
YSA
TE
& N
YA
CT
E C
onfe
renc
eA
pri
l 25-2
7, 2007
Gid
eo
n P
utn
am
Reso
rt a
nd
Sp
a
Sara
toga S
prings, N
Y
www.Gideonputnam.com
Vis
it www.NYACTE.org
an
d www.NYS-ATE.org
for
mo
re in
form
ati
on
.
It is
wit
h gr
eat p
leas
ure
that
we
intr
oduc
e to
you
our
new
and
rev
ised
jour
nal
from
the
New
Yor
k S
tate
Ass
ocia
tion
of
Col
lege
s fo
r Te
ache
r E
duca
tion
(N
YA
CT
E).
The
cur
rent
off
icer
s of
the
boar
d ha
ve s
pent
a g
reat
dea
l of
tim
e an
d en
ergy
inw
orki
ng w
ith
the
curr
ent e
dito
r, D
r. C
ynth
ia L
asso
nde,
to d
evel
op th
is s
chol
arly
jour
nal.
We
expr
ess
our
grat
itud
e to
all
thos
e in
divi
dual
s w
ho, i
n th
e pa
st, h
ave
esta
blis
hed
the
foun
dati
on f
or o
ur c
urre
nt e
ffor
ts.
In th
e sp
ring
of
1985
the
New
Yor
k S
tate
Ass
ocia
tion
of
Col
lege
s fo
r Te
ache
rE
duca
tion
pub
lish
ed th
e fi
rst i
ssue
of
its
jour
nal n
amed
The
Jou
rnal
of A
AC
TE
/NY
S,la
ter
chan
ged
to T
he J
ourn
al o
f NYA
CT
E.
Hel
ene
Nap
olit
ano
wro
te h
er P
resi
dent
’sM
essa
ge in
the
init
ial v
olum
e no
ting
that
the
publ
icat
ion
proj
ect w
as f
irst
intr
oduc
edby
Ton
y B
arat
ta d
urin
g a
prev
ious
exe
cutiv
e bo
ard
mee
ting
. To
ny B
arat
ta s
erve
d as
jour
nal e
dito
r fr
om 1
985
into
the
earl
y 20
00’s
. Dur
ing
its
man
y ye
ars
of p
ubli
cati
on,
the
jour
nal h
as in
clud
ed c
ontr
ibut
ions
fro
m te
ache
r ed
ucat
ors
thro
ugho
ut th
e st
ate
tapp
ing,
as
Bar
atta
has
not
ed, “
the
rich
ness
of
the
envi
rons
of
high
er e
duca
tion
inst
itut
iona
l res
ourc
es”
and
offe
ring
bot
h no
vice
and
vete
ran
wri
ters
opp
ortu
niti
es to
con
trib
ute
to th
e pr
ofes
sion
thro
ugh
scho
larl
ypu
blic
atio
n.F
rom
200
3 to
200
5, th
e jo
urna
l has
con
tinu
ed to
gro
w, n
ot o
nly
wit
h pu
blis
hed
volu
mes
but
als
o w
ith
refl
ectiv
e pl
anni
ng, d
iscu
ssio
n, a
nd r
eorg
aniz
atio
n by
the
mem
bers
of
the
NY
AC
TE
Exe
cutiv
e B
oard
. T
he b
oard
’s in
tent
ion
was
to b
road
enth
e jo
urna
l’s
mis
sion
, foc
us, a
nd r
eade
rshi
p by
taki
ng it
nat
ionw
ide
beyo
nd th
ebo
rder
s of
New
Yor
k S
tate
. A
jour
nal w
ith
such
ric
h ed
ucat
ion
reso
urce
s sh
ould
be
refe
reed
by
a m
ore
vari
ed r
evie
w c
omm
itte
e an
d ha
ve a
s w
ide
a re
ader
ship
as
poss
ible
. A
ccor
ding
ly, t
he n
ame
of th
e jo
urna
l als
o sh
ould
ref
lect
this
exp
ansi
on b
utst
ill r
efle
ct it
s so
urce
of
publ
icat
ion.
Fit
ting
ly, t
he E
xecu
tive
Boa
rd h
as e
ntit
led
this
tran
sfor
med
jour
nal,
Exc
elsi
or:
Lea
ders
hip
in T
each
ing
and
Lea
rnin
g.T
he m
otto
of
New
Yor
k S
tate
, Exc
elsi
or—
Eve
r U
pwar
d, o
ffer
s to
us
the
chal
-le
nge
to s
triv
e fo
r ex
cell
ence
in p
ubli
shin
g an
d to
you
the
cont
ribu
tors
and
rea
ders
the
sam
e ch
alle
nge—
to s
triv
e fo
r ex
cell
ence
in y
our
purs
uit o
f th
e kn
owle
dge
that
wil
l mak
e yo
u su
peri
or te
ache
r ed
ucat
ors. M
arga
ret E
gan,
Pas
t Pre
side
nt, N
YA
CT
EC
olle
ge o
f M
ount
Sai
nt V
ince
nt
Rob
ert J
. Mic
hael
, Pre
side
nt, N
YA
CT
ES
tate
Uni
vers
ity
of N
ew Y
ork,
New
Pal
tz
Messag
e f
rom
th
e P
resid
en
ts
In th
is, o
ur f
irst
issu
e of
Exc
elsi
or:
Lea
ders
hip
in T
each
ing
and
Lea
rnin
g, w
e ho
peto
beg
in a
con
vers
atio
n am
ong
our
read
ers.
In
this
issu
e a
com
mon
them
e ha
s em
erge
dfr
om th
e m
anus
crip
ts th
at w
ere
subm
itte
d by
aut
hors
and
gro
omed
by
the
revi
ewer
s.A
s yo
u re
ad, y
ou m
ay n
ote,
as
I di
d, th
at e
ach
arti
cle
expr
esse
s th
e im
port
ance
of
open
ing
conv
ersa
tion
s an
d th
e va
lue
of f
oste
ring
dia
logu
e am
ong
inst
ruct
ors,
stu
dent
s,pe
ers,
and
oth
er s
take
hold
ers.
The
con
vers
atio
n be
gins
wit
h R
ober
t Nis
tler
’s a
rtic
le o
n pe
er m
ento
ring
.N
istl
er c
reat
ed a
par
tner
ship
bet
wee
n ju
nior
- an
d se
nior
-lev
el u
nder
grad
uate
teac
her
cand
idat
es. T
he m
ento
r/m
ente
e re
lati
onsh
ips
flou
rish
ed a
nd p
rom
oted
gro
wth
bec
ause
dial
ogue
s w
ere
culti
vate
d am
ong
peer
s th
roug
h or
al a
nd w
ritte
n re
flec
tions
and
feed
back
.N
ext,
Alt
hier
Laz
ar, C
athy
Pin
to, a
nd N
atal
ie W
arre
n w
rite
abo
ut te
ache
rs’ v
iew
sof
chi
ldre
n’s
cult
ures
and
way
s th
ey d
escr
ibed
how
the
ir v
iew
s in
flue
nced
the
irin
stru
ctio
nal d
ecis
ion.
Spe
cifi
call
y, th
ey a
naly
zed
the
lang
uage
teac
hers
use
d to
desc
ribe
thei
r per
cept
ions
. Doc
umen
ted
inte
rvie
ws
unlo
ck a
dia
logu
e to
pro
mpt
read
ers
to r
efle
ct o
n th
eir
cult
ure,
cul
tura
l per
cept
ions
, and
cul
tura
l sen
sitiv
itie
s.W
en M
a’s
thou
ghts
abo
ut N
ystr
and’
s di
alog
ic a
ppro
ach
to in
stru
ctio
n pr
omot
eun
ders
tand
ing
of a
uthe
ntic
que
stio
n an
d up
take
as
wel
l as
rela
ted
theo
reti
cal a
ndpe
dago
gica
l iss
ues.
He
prop
oses
that
Nys
tran
d’s
appr
oach
lead
s to
dyn
amic
cla
ssro
omdi
scus
sion
s th
at e
ngag
e le
arne
rs in
inqu
isit
ive
dial
ogue
s ab
out i
ssue
s.A
ddit
iona
lly,
Joa
nne
Dow
dy e
xam
ines
how
gra
duat
e st
uden
ts in
a L
iter
acy
Sto
ries
/V
ideo
Wri
ting
cla
ss p
arti
cipa
ted
in d
ialo
gue
jour
nals
and
vid
eo jo
urna
ls to
mak
epe
rson
al c
onne
ctio
ns w
ith
the
cont
ent t
hey
wer
e le
arni
ng. G
radu
ates
lear
ned
not o
nly
thro
ugh
thei
r re
adin
g an
d re
flec
tion
s bu
t als
o th
roug
h th
eir
disc
ussi
ons
abou
t con
tent
that
occ
urre
d in
this
vid
eo e
nvir
onm
ent.
Fin
ally
, thi
s is
sue’
s N
ota
Ben
e se
ctio
n w
ritt
en b
y A
biga
il M
cNam
ee a
nd M
iaM
ercu
rio
is a
Boo
k C
orne
r th
at p
rovi
des
reso
urce
s fo
r te
ache
r ed
ucat
ors
to u
se w
ith
and
mak
e av
aila
ble
to c
andi
date
s re
gard
ing
exte
ndin
g co
nver
sati
ons
abou
t cop
ing
wit
hw
orld
-eve
nt t
raum
a. I
n pa
rtic
ular
, the
res
ourc
es l
iste
d in
thi
s di
squi
etin
g, y
etdi
scer
ning
, pie
ce r
elat
e to
the
Sep
tem
ber
11, 2
001,
terr
oris
t att
acks
. The
art
icle
s in
this
issu
e, in
thei
r ow
n w
ays,
enc
oura
ge th
ose
of u
s in
teac
her
educ
atio
n to
ope
n di
alog
ues
in d
iver
se w
ays
and
for
vari
ed p
urpo
ses.
Exc
elsi
or:
Lea
ders
hip
in T
each
ing
and
Lea
rnin
g se
eks
to d
o th
e sa
me.
We
invi
te o
ur r
eade
rs to
con
tinu
e th
e co
nver
sati
on th
ese
auth
ors
have
beg
un. L
end
your
voi
ces
to th
e di
alog
ue b
y se
ndin
g us
pap
ers
on is
sues
,pr
acti
ces,
and
res
ourc
es o
r bo
ok r
evie
ws
in te
ache
r ed
ucat
ion
that
are
impo
rtan
t to
you.
Edi
ting
Exc
elsi
or s
o fa
r ha
s al
low
ed m
e to
spu
r di
alog
ues
wit
h m
any
new
col
-le
ague
s an
d so
me
old
acqu
aint
ance
s. I
wou
ld li
ke to
ack
now
ledg
e th
e he
lp o
f se
vera
lpe
ople
and
gro
ups
who
hav
e su
ppor
ted
the
jour
nal’
s pr
ogre
ss a
long
the
way
. The
y ar
eth
e m
embe
rs o
f NY
AC
TE
’s E
xecu
tive
Boa
rd; t
he N
atio
nal E
dito
rial
Boa
rd; t
he E
dito
rial
Rev
iew
Boa
rd; m
y co
llea
gues
fro
m S
UN
Y C
olle
ge a
t One
onta
, esp
ecia
lly
Joan
neC
urra
n an
d C
onni
e Fe
ldt-
Gol
den;
NY
AC
TE
mem
bers
for
hel
ping
to s
prea
d th
e w
ord
abou
t our
cal
ls; J
ohn
Har
mon
, Edi
tor o
f the
New
Yor
k St
ate
Eng
lish
Cou
ncil’
s M
onog
raph
;K
athl
een
O’M
ara,
Edi
tor,
and
Nan
cy S
acco
of
Pho
ebe:
Gen
der
and
Cul
tura
l Cri
tiqu
es.
And
, fin
ally
, my
husb
and
Mar
k an
d da
ught
ers
Ann
, Jil
l, an
d K
elly
for
sha
ring
my
exci
tem
ent a
nd a
nxie
ties
abo
ut p
utti
ng o
ut th
is fi
rst i
ssue
.
Cyn
thia
A. L
asso
nde
Edi
tor
Beg
inn
ing
th
e C
on
vers
ati
on
: N
ote
s f
rom
th
e E
dit
or
Exc
elsi
or:
Lea
ders
hip
in T
each
ing
and
Lea
rnin
gV
olum
e 1,
Num
ber
1
Fall
/Win
ter
2006
1
Rep
ort
s o
f R
esearc
h
Peer
Men
tori
ng: P
rom
otin
g P
rese
rvic
e Te
ache
rs’
Pro
fess
iona
l Dev
elop
men
t
Rob
ert J
. Nis
tler
Abs
trac
t
Sen
ior-
leve
l und
ergr
adua
tes
who
had
suc
cess
fully
com
plet
ed th
eir
prof
essi
onal
cour
sew
ork
and
stud
ent t
each
ing
serv
ed a
s m
ento
rs f
or ju
nior
-lev
el p
ract
icum
stud
ents
dur
ing
an u
nder
grad
uate
lite
racy
met
hods
blo
ck o
f co
urse
wor
k. T
his
stud
y de
scri
bes
bene
fits
and
dif
ficu
ltie
s en
coun
tere
d w
hen
two
seni
or-l
evel
coh
orts
of u
nder
grad
uate
s m
ento
red
juni
or-l
evel
und
ergr
adua
tes
duri
ng th
eir
sem
este
r-lo
ngfi
eld
expe
rien
ce. F
indi
ngs
addr
ess
how
men
tors
dev
elop
ed c
olle
gial
rel
atio
nshi
psw
ith
peer
s, th
ose
they
sup
ervi
sed,
and
oth
er p
rofe
ssio
nals
in th
eir
fiel
d an
d ho
wth
ey d
evel
oped
coa
chin
g te
chni
ques
. F
indi
ngs
in th
is s
tudy
dem
onst
rate
that
unde
rgra
duat
e m
ento
rs b
enef
it p
erso
nall
y an
d pr
ofes
sion
ally
fro
m m
ento
ring
expe
rien
ces.
2
Men
tori
ng, a
s a
mea
ns o
f in
duct
ion
into
the
teac
hing
pro
fess
ion
and
as a
met
hod
for
impr
ovin
g in
stru
ctio
n, h
as b
een
and
cont
inue
s to
be
effe
ctiv
ely
appl
ied
and
docu
men
ted
in th
e fi
eld
of e
duca
tion
(H
arri
s, 1
998)
. P
rim
aril
y, s
uch
rese
arch
has
focu
sed
on p
ract
icin
g te
ache
rs w
orki
ng w
ith
less
-kno
wle
dgea
ble
peer
s, o
ften
new
teac
hers
. Alt
houg
h co
mm
on in
tuto
ring
pro
gram
s su
ch a
s W
atte
rs &
Gin
ns’s
(19
97)
peer
-ass
iste
d st
udy
prog
ram
, men
tori
ng r
elat
ions
hips
est
abli
shed
in p
rese
rvic
eed
ucat
ion
prog
ram
s ra
rely
pai
r un
derg
radu
ates
wit
h fe
llow
und
ergr
adua
tes.
The
pro
gram
des
crib
ed in
this
stu
dy in
clud
es tw
o co
hort
s of
sen
ior
and
juni
orun
derg
radu
ates
. The
juni
or u
nder
grad
uate
s w
ere
enro
lled
in a
com
bina
tion
lite
racy
cour
se a
nd f
ield
exp
erie
nce
prac
ticu
m. T
his
stud
y ex
plor
ed th
e af
fect
s of
sen
ior
unde
rgra
duat
es m
ento
ring
juni
or u
nder
grad
uate
s du
ring
a s
emes
ter-
long
fie
ldex
peri
ence
. T
he m
ajor
que
stio
ns f
or th
is s
tudy
incl
uded
: 1) W
hat i
s th
e na
ture
of
the
men
tor/
men
tee
rela
tion
ship
and
that
of
men
tor
wit
h ot
her
prof
essi
onal
s; a
nd 2
)To
wha
t deg
ree
are
men
tors
abl
e to
lear
n, d
evel
op, a
nd e
ffec
tivel
y ap
ply
coac
hing
tech
niqu
es to
sup
port
thei
r m
ente
es?
The
impa
ct o
f th
e pr
ogra
m o
n m
ento
rs w
as th
efo
cus
of s
tudy
dur
ing
the
firs
t tw
o se
mes
ters
of
the
exte
nded
thre
e-se
mes
ter
stud
y of
this
men
tori
ng p
rogr
am.
Thi
s ar
ticl
e de
scri
bes
how
the
init
ial t
wo
coho
rts
ofm
ento
rs b
uilt
col
legi
al r
elat
ions
hips
wit
h ea
ch o
ther
, tho
se th
ey s
uper
vise
d, a
ndot
her
prof
essi
onal
s in
thei
r fi
eld
and
how
they
dev
elop
ed s
uper
viso
ry te
chni
ques
from
a c
oach
ing
pers
pect
ive.
Im
pact
on
thos
e m
ento
red
was
the
focu
s of
the
thir
dse
mes
ter
of th
e pr
ogra
m.
Tho
se f
indi
ngs
are
not a
ddre
ssed
wit
hin
the
scop
e of
this
arti
cle. Har
ris
(199
8) in
a d
iscu
ssio
n of
the
mul
tipl
e in
terp
reta
tion
s ap
plie
d to
the
term
men
tori
ng n
otes
that
the
men
tori
ng r
ole
lack
s cl
arit
y as
a c
once
ptua
l mod
el.
By
exte
nsio
n, it
fol
low
s th
at d
efin
itio
ns o
f m
ento
ring
are
am
bigu
ous
and
may
not
off
erm
uch
guid
ance
in d
efin
ing
and
know
ing
the
wor
k of
a m
ento
r. M
ento
r, as
app
lied
here
, des
crib
es a
trus
ted
guid
e, c
oach
, inf
orm
ed, a
nd m
ore-
expe
rien
ced
peer
, aco
ntin
uing
act
ive
lear
ner.
Mos
t im
port
antl
y, a
men
tor
is a
n in
divi
dual
gen
uine
lyco
ncer
ned
abou
t tea
chin
g an
d th
e pr
ofes
sion
al d
evel
opm
ent o
f th
ose
bein
gm
ento
red.
As
one
men
tee
wro
te in
her
jour
nal,
Usu
ally
I th
ink
of h
avin
g a
men
tor
as a
pri
vile
ge.
Som
eone
say
ing
to m
e,‘Y
ou a
re s
peci
al, s
o I
wil
l dev
ote
extr
a ti
me
to tr
aini
ng y
ou s
o yo
u w
ill b
e m
ore
qual
ifie
d.’
A m
ento
r is
usu
ally
som
eone
you
look
up
to a
nd r
espe
ct.
Thi
s st
ance
of
men
tor
tow
ard
men
tee
was
a c
riti
cal p
rere
quis
ite
for
all m
ento
rsap
plyi
ng f
or th
is p
rogr
am.
Lite
racy
Blo
ck a
nd F
ield
Exp
erie
nce
In th
is p
rogr
am, j
unio
r-le
vel u
nder
grad
uate
s en
roll
ed in
the
lite
racy
blo
ck o
fco
urse
s w
ere
pair
ed a
nd a
ssig
ned
clas
sroo
ms
for
a se
mes
ter-
long
fie
ld e
xper
ienc
e at
one
of tw
o se
lect
ed u
rban
ele
men
tary
sch
ools
. B
oth
scho
ols
wer
e di
vers
e se
ttin
gs in
term
s of
stu
dent
eth
nici
ty a
nd c
ould
be
desc
ribe
d so
cioe
cono
mic
ally
by
95%
or
mor
e of
thei
r po
pula
tion
s qu
alif
ying
for
fre
e or
red
uced
lunc
h. M
ente
es w
orke
d in
sele
cted
cla
ssro
oms
one
mor
ning
per
wee
k fo
r 13
wee
ks.
Backg
rou
nd P
ee
r M
en
tori
ng
: P
rese
rvic
e T
ea
ch
ers
3
As
part
of
the
fiel
d ex
peri
ence
, the
se s
tude
nts
plan
ned,
taug
ht, a
nd a
naly
zed
at le
ast
four
lite
racy
-rel
ated
less
ons
over
the
cour
se o
f th
e se
mes
ter.
The
ana
lysi
s, r
epor
t, an
dvi
deot
ape
sequ
ence
of
each
less
on w
as s
hare
d in
pre
- an
d po
st-t
each
ing
conf
eren
ces
wit
h th
e co
urse
inst
ruct
or. T
he s
truc
ture
of
the
men
tori
ng p
roce
ss r
esem
bled
cog
ni-
tive
coac
hing
tech
niqu
es (
Cos
ta &
Gar
mst
on, 1
994)
in th
at e
ach
inst
ruct
iona
l cyc
lere
quir
ed s
tude
nts
to m
eet w
ith
the
cour
se in
stru
ctor
to d
iscu
ss th
e le
sson
des
ign
prio
rto
thei
r te
achi
ng o
f th
e le
sson
. G
uide
d by
inst
ruct
or in
put,
the
less
on w
as r
evis
ed,
taug
ht, a
nd v
ideo
tape
d. S
tude
nts
view
ed th
eir
tape
s an
d id
enti
fied
thos
e as
pect
s of
inst
ruct
ion
that
con
trib
uted
to c
hild
ren’
s le
arni
ng a
s w
ell a
s th
ose
area
s th
at w
ar-
rant
ed im
prov
emen
t. A
pos
t-in
stru
ctio
n co
nfer
ence
was
hel
d w
ith
the
inst
ruct
or to
disc
uss
the
less
on a
nd jo
intly
vie
w c
riti
cal i
ncid
ents
on
the
vide
otap
es.
In a
ddit
ion,
stud
ents
ref
lect
ed u
pon
and
docu
men
ted
thei
r le
arni
ng t
hrou
gh r
efle
ctiv
e jo
urna
lsan
d w
ritt
en r
epor
ts o
f le
sson
ana
lyse
s.
The
fir
st c
ohor
t of
five
men
tors
was
adv
ised
into
the
prog
ram
whe
n th
ey s
et u
p th
eir
educ
atio
n co
urse
wor
k pl
an th
at in
clud
ed s
tude
nt te
achi
ng d
urin
g th
e Fa
ll s
emes
ter
ofth
eir
seni
or y
ear.
Thi
s en
able
d m
ento
rs to
com
plet
e re
mai
ning
cou
rsew
ork
and
tose
rve
as m
ento
rs d
urin
g th
eir
fina
l Spr
ing
sem
este
r. I
n su
bseq
uent
yea
rs, s
tude
nts
wis
hing
to b
e co
nsid
ered
for
men
tori
ng s
et u
p th
eir
prog
ram
s si
mil
arly
. M
ento
rca
ndid
ates
had
com
plet
ed th
eir
stud
ent-
teac
hing
exp
erie
nces
and
had
par
tici
pate
d in
the
lite
racy
fie
ld e
xper
ienc
e as
stu
dent
s w
hen
com
plet
ing
thei
r m
etho
ds c
ours
ewor
k.In
add
itio
n, m
ento
rs’
perf
orm
ance
in e
duca
tion
cou
rses
and
stu
dent
teac
hing
dem
on-
stra
ted
high
leve
ls o
f co
nten
t and
ped
agog
ical
kno
wle
dge,
com
mit
men
t to
teac
hing
,st
rong
inte
rper
sona
l ski
lls,
and
an
abil
ity
to e
ffec
tivel
y m
anag
e a
heav
y w
orkl
oad.
In e
ssen
ce, m
ento
rs w
ere
very
suc
cess
ful s
tude
nts
and
teac
hers
to th
is p
oint
in th
eir
acad
emic
and
pro
fess
iona
l car
eers
. Dur
ing
the
seco
nd s
emes
ter
acro
ss th
e tw
ose
mes
ters
of
this
stu
dy, a
tota
l of
nine
sen
ior-
leve
l und
ergr
adua
tes
serv
ed a
s m
ento
rsfo
r ju
nior
-lev
el u
nder
grad
uate
pra
ctic
um s
tude
nts.
Upo
n co
mpl
etio
n of
thei
r st
uden
t-te
achi
ng s
emes
ter,
a gr
owin
g nu
mbe
r of
pre
serv
ice
teac
hers
exp
ress
ed f
rust
rati
ons
rega
rdin
g th
e re
alit
ies
of te
achi
ng v
ersu
s th
eir
prec
on-
ceiv
ed v
iew
s of
teac
hing
. Pre
serv
ice
teac
hers
rep
orte
d di
scre
panc
ies
betw
een
wha
tth
ey le
arne
d ab
out t
each
ing
in c
onte
nt m
etho
ds c
ours
es a
nd w
hat t
hey
expe
rien
ced
in s
tude
nt te
achi
ng. F
requ
ently
, stu
dent
s w
ho h
ad f
lour
ishe
d in
the
open
env
iron
-m
ents
of
thei
r re
adin
g/la
ngua
ge a
rts
prac
ticu
m f
ound
them
selv
es p
lace
d in
rel
ativ
ely
mor
e co
nstr
icti
ve s
tude
nt-t
each
ing
plac
emen
ts i
n w
hich
the
y w
ere
unab
le t
oim
plem
ent f
ully
the
mor
e pr
ogre
ssiv
e m
etho
ds le
arne
d in
thei
r co
urse
wor
k.O
ne p
rese
rvic
e te
ache
r sh
ared
her
fru
stra
tion
s re
gard
ing
thes
e di
spar
itie
s in
the
foll
owin
g jo
urna
l exc
erpt
.
I co
mpl
eted
my
stud
ent-
teac
hing
exp
erie
nce
in D
ecem
ber
and
head
ed h
ome
for
the
holi
days
fee
ling
ang
ered
, hur
t, em
otio
nall
y dr
aine
d, a
nd p
hilo
soph
ical
lyco
nfus
ed.
Muc
h of
wha
t I w
as e
xpec
ted
to d
o fo
r cl
assr
oom
man
agem
ent w
ent
agai
nst e
very
thin
g I
beli
eved
. I th
ough
t it w
as r
idic
ulou
s to
kee
p a
chil
d in
for
rece
ss to
hav
e hi
m/h
er c
opy
dow
n a
pre-
wri
tten
essa
y en
title
d “W
hat I
Did
Wro
ng,”
and
I w
ill n
ever
for
get w
atch
ing
my
teac
her
draw
the
nam
e of
one
stu
dent
, hid
eth
at k
id’s
nam
e in
the
Reu
bene
sque
fol
d of
her
fis
t and
go
on to
dra
w th
e na
me
Men
tors
Why
Men
tor?
Pe
er
Me
nto
rin
g:
Pre
se
rvic
e T
ea
ch
ers
4
The
men
tori
ng p
rogr
am d
escr
ibed
her
ein
was
an
elec
tive
expe
rien
ce o
pen
only
to s
tude
nts
who
com
plet
ed s
tude
nt te
achi
ng d
urin
g th
e Fa
ll s
emes
ter.
Too
oft
en,
stud
ents
who
gra
duat
e an
d en
ter
the
wor
kpla
ce im
med
iate
ly a
fter
stu
dent
teac
hing
do n
ot h
ave
form
al o
ppor
tuni
ties
to r
efle
ct a
nd r
econ
cept
uali
ze th
eir
unde
rsta
ndin
gof
wha
t it m
eans
to te
ach.
Exp
osur
e to
var
ious
cla
ssro
om e
nvir
onm
ents
and
teac
h-in
g ph
ilos
ophi
es d
urin
g th
eir
educ
atio
n pr
ogra
m a
nd s
ubse
quen
t stu
dent
-tea
chin
gas
sign
men
t can
leav
e st
uden
ts c
onfu
sed
abou
t the
ir b
elie
fs if
not
giv
en f
urth
erop
port
unit
ies
to r
eexa
min
e th
em. T
each
er e
duca
tion
fac
ulty
obs
erve
d th
at in
the
abse
nce
of s
uch
refl
ectiv
e op
port
unit
ies,
a n
umbe
r of
pro
mis
ing
teac
her
cand
idat
esw
ere
opti
ng f
or n
onte
achi
ng c
aree
rs f
ollo
win
g w
hat t
hey
cons
ider
ed le
ss f
ulfi
llin
gst
uden
t-te
achi
ng e
xper
ienc
es.
In g
ener
al, m
ento
rs o
ffer
ed s
ever
al r
easo
ns f
or w
ishi
ng to
par
tici
pate
in th
ispr
ojec
t. M
ento
rs w
ishe
d to
cha
llen
ge th
emse
lves
by
expe
rien
cing
lear
ning
in a
grad
e le
vel i
n w
hich
they
wer
e le
ss f
amil
iar.
The
y ho
ped
to s
hare
kno
wle
dge
abou
tco
nten
t, te
achi
ng, a
nd p
edag
ogy
they
had
dev
elop
ed s
ince
thei
r fi
eld
expe
rien
cew
ith
less
-exp
erie
nced
und
ergr
adua
tes.
The
y ex
pect
ed to
bro
aden
and
dee
pen
thei
run
ders
tand
ing
of te
achi
ng a
nd le
arni
ng. F
inal
ly, t
hey
desi
red
an o
ppor
tuni
ty to
ste
pba
ck f
rom
the
prof
essi
onal
cla
ssro
om a
nd r
etur
n to
the
acad
emic
cla
ssro
om to
clar
ify
thei
r pr
ofes
sion
al d
irec
tion
s.
Pe
er
Me
nto
rin
g:
Pre
se
rvic
e T
ea
ch
ers
Su
pp
ort
fo
r M
en
tori
ng
Res
earc
h on
men
tori
ng d
ocum
ents
its
effe
ctiv
enes
s in
pro
vidi
ng v
alua
ble
prof
essi
onal
dev
elop
men
t for
bot
h ne
w a
nd v
eter
an te
ache
rs (
Hol
low
ay, 2
001)
.W
ong
(200
2) id
enti
fies
the
crit
ical
rol
e ef
fect
ive
men
tori
ng r
elat
ions
hips
can
pla
y in
succ
essf
ul te
ache
r-in
duct
ion
prog
ram
s. H
ollo
way
(20
02)
cite
s st
atis
tics
fro
m th
eN
atio
nal C
ente
r fo
r E
duca
tion
Sta
tist
ics
of 2
001
indi
cati
ng a
gro
wth
in m
ento
ring
prog
ram
s fo
r beg
inni
ng te
ache
rs a
nd th
e be
nefit
in im
prov
ed in
stru
ctio
n th
at te
ache
rsre
port
fro
m in
volv
emen
t in
such
pro
gram
s. R
owle
y (1
999)
ack
now
ledg
es th
e gr
owth
of m
ento
ring
pro
gram
s an
d em
phas
izes
the
impo
rtan
ce o
f ca
refu
l sel
ecti
on a
ndpr
epar
atio
n fo
r m
ento
rs.
Row
ley
iden
tifi
es s
ix q
uali
ties
of
a go
od m
ento
r. T
he g
ood
men
tor
is c
omm
itte
d to
the
role
of
men
tori
ng, i
s ac
cept
ing
of th
e be
ginn
ing
teac
her,
is s
kill
ed a
t pro
vidi
ng in
stru
ctio
nal s
uppo
rt, i
s ef
fect
ive
in d
iffe
rent
inte
rper
sona
lco
ntex
ts, m
odel
s co
ntin
uous
lear
ning
, and
com
mun
icat
es h
ope
and
opti
mis
m.
Lit
erat
ure
on m
ento
ring
als
o sh
ows
that
var
ious
edu
cati
on g
roup
s ha
ve d
iffe
ring
unde
rsta
ndin
gs o
f m
ento
ring
fun
ctio
ns (
Fra
nke
& D
ahlg
ren,
199
6) a
nd th
at th
ere
are
man
y ap
proa
ches
to th
e m
ento
ring
pro
cess
(W
illi
ams,
199
3).
Whi
le m
ento
ring
isth
orou
ghly
exp
lore
d fo
r be
ginn
ing
teac
hers
, the
re a
ppea
rs to
be
lim
ited
res
earc
h on
educ
atio
nal a
ppli
cati
ons
of m
ento
ring
in w
hich
und
ergr
adua
tes
men
tor
fell
owun
derg
radu
ates
dur
ing
pres
ervi
ce d
evel
opm
ent.
Ins
tead
, stu
dies
gen
eral
ly d
escr
ibe
expe
rien
ced
teac
hers
who
ser
ve in
the
men
tori
ng r
ole
(Hol
low
ay, 2
001;
Sil
va, 2
000;
Won
g, 2
002)
. Ove
r se
vera
l yea
rs, t
he a
utho
r’s
obse
rvat
ions
of
prof
essi
onal
inte
rac-
tion
s am
ong
unde
rgra
duat
e pr
eser
vice
teac
hers
pai
red
duri
ng th
eir
fiel
d ex
peri
ence
sin
dica
ted
pote
ntia
l for
the
bene
fits
of a
mor
e fo
rmal
men
tori
ng p
roce
ss.
Con
sequ
entl
y,th
is m
ento
ring
pro
gram
dev
elop
ed w
here
by p
rese
rvic
e te
ache
rs f
orm
ally
men
tore
dot
her
pres
ervi
ce te
ache
rs a
s a
mea
ns f
or b
oth
to d
evel
op m
ore
fully
as
prof
essi
onal
s.
of a
stu
dent
she
like
d be
tter
to r
ecei
ve a
spe
cial
pri
ze.
I w
as a
nxio
us to
dis
tanc
em
ysel
f fr
om th
at to
xic
sem
este
r.
5
Dur
ing
the
men
tori
ng s
emes
ter,
men
tors
wer
e en
roll
ed in
a th
ree-
to s
ix-c
redi
tgr
adua
te c
ours
e de
vote
d to
the
men
tori
ng e
xper
ienc
e. F
lexi
bilit
y in
cre
dit a
ssig
nmen
tal
low
ed m
ento
rs to
bes
t fit
men
tori
ng c
ours
ewor
k in
to th
eir
cred
it lo
ad f
or th
ese
mes
ter.
In
thei
r pr
ior
role
as
stud
ents
in th
e li
tera
cy f
ield
exp
erie
nce,
men
tors
had
expe
rien
ced
and
beco
me
fam
ilia
r w
ith
the
four
-les
son
teac
hing
cyc
le.
Men
tor
resp
onsi
bili
ties
incl
uded
the
foll
owin
g:
1. L
esso
n pl
an re
view
in w
hich
men
tors
dis
cuss
ed m
ente
e le
sson
des
ign
acco
unti
ngfo
r co
nten
t, ob
ject
ives
, man
agem
ent,
lear
ner
spec
ial n
eeds
, and
ass
essm
ent.
2. R
evie
w/c
riti
que
of v
ideo
tape
d le
sson
s du
ring
whi
ch m
ente
es s
hare
d w
ith
men
tors
seg
men
ts o
f th
eir
vide
otap
ed le
sson
that
they
fel
t rep
rese
nted
cri
tica
lin
cide
nts
in th
eir
lear
ning
abo
ut te
achi
ng.
Men
tees
and
men
tor
used
eac
h fi
lmse
ssio
n to
col
labo
rativ
ely
iden
tify
are
as o
f st
reng
th a
nd c
onti
nued
wor
k.
3. O
bser
vati
ons
of m
ente
es in
the
prof
essi
onal
set
ting
dur
ing
thei
r ha
lf-d
ay f
ield
expe
rien
ce e
ach
wee
k. M
ento
rs fo
cuse
d on
the
inte
ract
ions
of m
ente
es w
ith c
oope
rativ
ete
ache
rs a
nd e
lem
enta
ry s
tude
nts.
4. W
ritte
n di
alog
ue a
nd re
flec
tion
rega
rdin
g al
l asp
ects
of t
he le
arni
ng e
xper
ienc
esfo
r bo
th m
ento
rs a
nd m
ente
es.
Men
tors
als
o m
aint
aine
d a
sim
ilar
jour
nal w
ith
the
cour
se in
stru
ctor
.
5. A
tten
d w
eekl
y tw
o-ho
ur m
ento
r se
min
ars
in w
hich
issu
es r
egar
ding
eff
ectiv
em
ento
ring
wer
e di
scus
sed.
Men
tors
wor
ked
wit
h th
e co
urse
inst
ruct
or to
join
tly
com
plet
e on
e in
stru
ctio
nal
cycl
e fo
r ea
ch o
f th
eir
men
tees
pri
or to
wor
king
wit
h m
ente
es o
n th
eir
own.
Dur
ing
each
wee
kly
two-
hour
men
tori
ng s
emin
ar, i
nstr
ucto
r an
d m
ento
rs d
iscu
ssed
issu
esre
late
d to
com
mun
icat
ions
wit
h m
ente
es a
nd s
trat
egie
s fo
r pr
ovid
ing
effe
ctiv
efe
edba
ck; e
xplo
red
liter
atur
e re
late
d to
sup
ervi
sory
/inst
ruct
iona
l coa
chin
g, a
sses
smen
t,an
d cl
assr
oom
man
agem
ent;
and
sha
red
idea
s fo
r re
solv
ing
conf
lict
s en
coun
tere
d in
men
tori
ng r
elat
ions
hips
At t
he ti
me
of th
is s
tudy
, edu
cati
on s
tude
nts
at D
rake
Uni
vers
ity
in D
es M
oine
s,Io
wa,
the
site
of
this
stu
dy, w
ere
requ
ired
to c
ompl
ete
met
hods
cou
rsew
ork
insc
ienc
e (3
cre
dits
), m
ath
(3 c
redi
ts),
lite
racy
(6
cred
its)
, and
soc
ial s
tudi
es (
3 cr
ed-
its)
. G
ener
ally
, the
se c
ours
es w
ere
take
n du
ring
a s
tude
nt’s
juni
or a
nd s
enio
r ye
ars
wit
h st
uden
t tea
chin
g ty
pica
lly c
ompl
eted
dur
ing
the
fina
l sem
este
r of
cou
rsew
ork.
Lit
erac
y an
d m
ath
wer
e ta
ken
conc
urre
ntly
dur
ing
one
sem
este
r w
hile
sci
ence
and
soci
al s
tudi
es w
ere
pair
ed f
or a
noth
er s
emes
ter.
The
pro
gram
’s m
ost e
xten
sive
fie
ldex
peri
ence
s oc
curr
ed d
urin
g th
e li
tera
cy b
lock
. T
his
men
tori
ng p
rogr
am g
rew
out
of
that
fie
ld e
xper
ienc
e.
Th
e M
en
tori
ng
Pro
gra
m
Meth
od
olo
gy
Edu
catio
n P
rogr
am
Pe
er
Me
nto
rin
g:
Pre
se
rvic
e T
ea
ch
ers
Ben
efits
6
Acr
oss
two
sem
este
rs, n
ine
seni
or-l
evel
und
ergr
adua
tes
(all
fem
ale)
ser
ved
asm
ento
rs to
thir
ty-t
wo
juni
or-l
evel
und
ergr
adua
tes
enro
lled
in a
lite
racy
blo
ck o
fco
urse
wor
k. A
ll n
ine
men
tors
enr
olle
d in
a g
radu
ate
cour
se th
at e
xplo
red
issu
esre
gard
ing
men
tori
ng a
nd th
at h
ad b
een
desi
gned
for
this
pro
gram
. T
hree
men
tors
inth
e fi
rst c
ohor
t enr
olle
d fo
r si
x cr
edit
s in
the
cour
se w
hile
the
rem
aini
ng s
ix m
ento
rsto
ok th
e co
urse
for
thre
e cr
edit
s. T
he th
ree
men
tors
wit
h a
heav
ier
cred
it lo
ad in
coho
rt o
ne e
ach
men
tore
d fo
ur s
tude
nts
whi
le th
e re
mai
ning
two
men
tors
wor
ked
wit
h tw
o m
ente
es e
ach.
The
cou
rse
inst
ruct
or w
orke
d w
ith
the
rem
aini
ng te
nst
uden
ts.
In c
ohor
t tw
o, e
ach
men
tor
wor
ked
wit
h fo
ur m
ente
es a
nd th
e co
urse
inst
ruct
or w
orke
d w
ith
twel
ve s
tude
nts.
One
men
tor,
from
coh
ort t
wo
had
been
am
ente
e du
ring
coh
ort o
ne o
f th
is s
tudy
, and
six
of
the
nine
men
tors
had
com
plet
edth
eir
unde
rgra
duat
e fi
eld
expe
rien
ce a
t one
of
the
site
s at
whi
ch th
ey m
ento
red.
Men
tors
att
ende
d tw
o-ho
ur w
eekl
y se
min
ars
to e
xplo
re is
sues
of
men
tori
ng in
gene
ral a
nd to
dis
cuss
spe
cifi
c co
ncer
ns r
elat
ed to
thei
r m
ento
ring
exp
erie
nces
.T
hey
wer
e re
quir
ed to
rea
d A
yers
(19
93)
To T
each
: T
he J
ourn
ey o
f a T
each
erpr
ior
to th
e be
ginn
ing
of th
e fi
rst w
eekl
y se
min
ar.
Men
tors
kep
t a jo
urna
l doc
umen
ting
thei
r in
tera
ctio
ns w
ith
men
tees
and
oth
ers
in th
e fi
eld
expe
rien
ce a
nd r
efle
cted
on
all t
hey
expe
rien
ced.
Wee
kly
sem
inar
s w
ere
audi
otap
ed a
nd a
dif
fere
nt m
ento
r se
rved
as
part
icip
ant-
obse
rver
col
lect
ing
wri
tten
fiel
d no
tes
of e
ach
sem
inar
. A
naly
sis
base
d up
on q
uali
tativ
e m
etho
ds in
clud
edre
view
of
men
tors
’ ref
lect
ive
jour
nals
doc
umen
ting
exp
erie
nces
for
this
pro
ject
, fie
ldno
tes
of th
e w
eekl
y m
ento
r/pr
ofes
sor
sem
inar
s, m
ente
e jo
urna
ls, a
nd tr
ansc
ript
ions
of a
udio
tape
s of
the
wee
kly
men
tor
sem
inar
s.Q
uali
tativ
ely,
and
wit
h a
focu
s on
the
rese
arch
que
stio
ns, a
naly
sis
of d
ata
sour
ces
by m
ento
rs a
nd p
rofe
ssor
sou
ght t
o in
duce
, der
ive,
com
pare
, and
enr
ich
them
es, c
ateg
orie
s, a
nd c
oncl
usio
ns f
rom
the
data
thro
ugh
the
use
of g
roun
ded
theo
ry, c
onst
ant c
ompa
rativ
e m
etho
d, a
nd a
naly
tica
l ind
ucti
on (
Gla
ser
& S
trau
ss,
1967
; Goe
tz &
LeC
ompt
e, 1
984;
Lin
coln
& G
uba,
198
5; S
trau
ss &
Cor
bin,
199
0).
Col
lect
ivel
y, e
ach
coho
rt o
f m
ento
rs a
nd th
e pr
ofes
sor
revi
ewed
dat
a co
llec
ted
for
agi
ven
sem
este
r of
the
prog
ram
. C
olla
bora
tivel
y, f
indi
ngs
wer
e ca
tego
rize
d as
they
resp
onde
d to
the
rese
arch
que
stio
ns.
Pe
er
Me
nto
rin
g:
Pre
se
rvic
e T
ea
ch
ers
Par
ticip
ants
Dat
a So
urce
s an
d A
naly
sis Wh
at
Was L
earn
ed
?
Men
tors
dis
play
ed a
com
mit
men
t to
pers
onal
and
pro
fess
iona
l gro
wth
thro
ugho
utea
ch s
emes
ter.
Exp
erie
nces
wit
h m
ente
es h
elpe
d m
ento
rs r
efle
ct o
n th
eir
educ
atio
nal
beli
efs
and
unde
rsta
ndin
gs.
One
men
tor
shar
ed h
er th
ough
ts o
n th
is d
evel
opm
ent.
Ove
r th
e co
urse
of
two
sem
este
rs, t
his
unde
rgra
duat
e m
ento
ring
pro
ject
dem
on-
stra
ted
that
und
ergr
adua
tes
who
had
alr
eady
com
plet
ed th
e li
tera
cy p
ract
icum
and
stud
ent t
each
ing
coul
d ef
fect
ivel
y m
ento
r fe
llow
und
ergr
adua
tes.
Mor
e im
port
antl
y,fo
r pu
rpos
es o
f th
is a
rtic
le, i
t cle
arly
illu
stra
ted
that
men
tors
gre
w in
thei
r un
der-
stan
ding
of
the
natu
re o
f co
lleg
ial r
elat
ions
hips
and
the
role
of
coac
hing
.
7
Thi
s [m
ento
ring
] is
rea
lly
help
ing
me
furt
her
defi
ne m
y ow
n ed
ucat
iona
lph
ilos
ophy
[re
gard
ing]
cla
ssro
om m
anag
emen
t, st
uden
t/te
ache
r re
lati
onsh
ips
and
inte
ract
ions
, the
impo
rtan
ce o
f re
adin
g an
d w
riti
ng a
cros
s th
e cu
rric
ulum
.M
y m
ente
es a
sk m
e qu
esti
ons,
too,
that
mak
e m
e th
ink
and
mak
e m
e lo
ok a
tan
d ta
lk a
bout
my
beli
efs
and
how
I g
ot to
whe
re I
am
.
Act
ive
enga
gem
ent i
n m
ento
ring
pro
vide
d an
aut
hent
ic s
etti
ng f
or m
ento
rs to
deve
lop
thei
r su
perv
isor
y te
chni
ques
fro
m a
coa
chin
g pe
rspe
ctiv
e. O
ften
, men
tors
’pr
ior e
xper
ienc
es in
the
field
cam
e to
bea
r on
how
they
app
roac
hed
men
tees
. M
ento
rsw
ere
sens
itiv
e to
iss
ues
such
as
bein
g ne
rvou
s w
hen
obse
rved
whi
le t
each
ing.
“I w
ent t
o se
e L
aura
fir
st a
nd I
kne
w s
he w
as s
ort o
f ne
rvou
s so
I d
ecid
ed to
sta
nd a
tth
e do
or f
or a
min
ute
to g
et a
gen
eral
fee
ling
of
wha
t was
goi
ng o
n in
the
room
.” I
nad
diti
on, m
ento
rs le
arne
d th
at p
rofe
ssio
nal r
elat
ions
hips
gra
dual
ly d
evel
oped
giv
enre
quis
ite
tim
e an
d ex
pert
ise.
Tow
ard
the
end
of th
e se
mes
ter,
one
men
tor
who
stru
ggle
d to
dev
elop
a p
osit
ive
rela
tion
ship
wit
h he
r m
ente
es, a
ckno
wle
dged
the
evol
ving
nat
ure
of b
uild
ing
prof
essi
onal
rel
atio
nshi
ps.
I ha
ve h
ad s
ever
al o
ccas
ions
to p
lan
and
view
[le
sson
s] a
nd I
am
fee
ling
mor
eco
mfo
rtab
le w
ith
them
and
wit
h as
king
que
stio
ns.
I th
ink
the
mor
e I
do it
, the
bett
er I
wil
l fee
l bec
ause
we
are
deve
lopi
ng a
tie
wit
h ea
ch o
ther
.
In a
ddit
ion
to th
eir
wor
k w
ith
men
tees
, int
erac
tion
s w
ith
othe
r m
ento
rs d
urin
gse
min
ars
prov
ided
opp
ortu
niti
es f
or m
ento
rs to
add
ress
thos
e is
sues
mos
t pre
ssin
g to
thei
r w
ork
wit
h m
ente
es.
As
one
men
tor
note
d, th
e re
leva
ncy
of th
ese
disc
ussi
ons
was
app
reci
ated
.
I fe
lt li
ke w
e w
ent i
n a
hund
red
diff
eren
t dir
ecti
ons
toda
y [d
urin
g m
ento
rse
min
ar]!
It s
eem
ed a
s th
ough
we
all h
ad a
bun
ch o
f th
ings
on
our
min
ds!
I am
rea
lly e
njoy
ing
this
tim
e be
caus
e w
e ar
e di
scus
sing
RE
AL
issu
es. .
. .
Incr
easi
ngly
, sem
inar
dis
cuss
ions
fur
ther
cha
llen
ged
men
tors
to r
efle
ct o
n w
hat
they
wer
e le
arni
ng r
egar
ding
con
tent
and
ped
agog
y as
not
ed in
the
foll
owin
gm
ento
r’s
com
men
t.
The
fir
st th
ing
that
cam
e to
min
d w
hen
I be
gan
to th
ink
wha
t was
use
ful f
or m
ew
as h
ow e
very
thin
g is
rel
ated
. I
had
thou
ght a
bout
it b
efor
e du
ring
the
Rea
d-in
g/L
angu
age
Art
s cl
ass
last
yea
r, bu
t it f
inal
ly m
ade
sens
e no
w, i
n an
d ou
tsid
eof
the
clas
sroo
m.
Wha
t rea
lly
mad
e it
cli
ck w
as e
ach
sem
inar
. W
e w
ould
sta
rtta
lkin
g ab
out e
ach
of o
ur e
xper
ienc
es a
nd th
e di
ffer
ent i
ssue
s th
at a
rise
and
they
all s
eem
ed to
fit
toge
ther
. W
e al
l sha
red
som
e ex
peri
ence
s, b
ut e
ach
of o
urm
ente
es g
ave
us n
ew is
sues
to th
ink
abou
t. I
fou
nd it
am
azin
g ho
w c
onne
cted
all o
f th
e ex
peri
ence
s w
e w
ere
havi
ng [
wer
e] a
s w
ell a
s ho
w o
ur r
esea
rch
fit
into
our
dis
cuss
ion
of o
ur m
ente
es.
By
the
end
of th
e se
mes
ter,
I fo
und
that
itca
me
very
eas
y to
fin
d co
nnec
tion
s be
twee
n th
ings
.
Pe
er
Me
nto
rin
g:
Pre
se
rvic
e T
ea
ch
ers
Ove
r th
e co
urse
of
the
sem
este
r, m
ento
rs’ k
now
ledg
e an
d ex
pert
ise
wer
e re
cogn
ized
by th
e un
iver
sity
inst
ruct
or, t
he c
lass
room
teac
hers
, and
in m
ost c
ases
, the
ir m
ente
es.
8
I re
ally
enj
oy g
oing
to c
lass
[fi
rst-
grad
e cl
assr
oom
] on
Wed
nesd
ay a
nd ta
lkin
gw
ith
Sue
[te
ache
r].
She
is v
ery
enco
urag
ing
and
love
s to
sha
re id
eas
wit
h m
e.It
is a
lmos
t as
if s
he c
onsi
ders
me
to b
e a
coll
eagu
e of
her
s.
Sev
eral
men
tors
als
o be
gan
to a
naly
ze th
e co
urse
pro
fess
or’s
inte
ract
ions
wit
hm
ente
es in
term
s of
thei
r ev
olvi
ng b
elie
fs r
egar
ding
sup
ervi
sion
. T
heir
obs
erva
tion
sbe
cam
e m
ore
crit
ical
and
info
rmed
. Jou
rnal
ref
lect
ions
suc
h as
the
foll
owin
g in
di-
cate
one
way
men
tors
dev
elop
ed e
xper
tise
as
they
ass
umed
gre
ater
res
pons
ibil
ity
for
men
tees
.
We
talk
ed a
bout
the
soci
al s
kill
[fo
r a
coop
erat
ive
lear
ning
less
on]
and
I w
astr
ying
to q
uest
ion
her
[men
tee]
abo
ut s
omeh
ow s
how
ing
the
kids
wha
t she
expe
cted
of
them
and
her
mak
ing
som
e ki
nd o
f ch
art w
hile
bra
inst
orm
ing
abou
tho
w th
ey w
ere
goin
g to
wor
k in
a g
roup
. It
was
so
hard
not
to ju
st s
ay. .
.”Y
OU
NE
ED
TO
DO
TH
IS!!
” al
thou
gh h
e [p
rofe
ssor
] w
as g
ivin
g so
me
of th
ose
dire
ctio
ns.
I re
mem
ber
talk
ing
abou
t how
if it
is o
ur id
ea th
en th
ey [
men
tees
]w
on’t
ow
n or
they
won
’t r
eally
kno
w w
hy th
ey a
re d
oing
it—
asid
e fr
om th
e fa
ctth
at y
ou w
ant t
hem
to.
She
[m
ente
e] s
aid
“OK
” qu
ite
a bi
t, bu
t she
did
n’t r
eally
get e
xcit
ed a
bout
wha
t the
pro
fess
or w
as te
llin
g he
r to
do.
He
told
her
she
need
ed to
ass
ign
the
role
s an
d sh
e ac
cept
ed th
is, b
ut d
id n
ot e
mbr
ace
the
idea
.I
was
rea
lly
frus
trat
ed b
ecau
se I
kne
w th
at if
this
stu
dent
wer
e gi
ven
the
tim
ean
d th
e “r
ight
” qu
esti
ons,
she
cou
ld h
ave
com
e to
thos
e co
nclu
sion
s on
her
ow
n.
All
men
tors
bel
ieve
d th
eir
part
icip
atio
n du
ring
the
men
tori
ng s
emes
ter
was
inst
rum
enta
l to
thei
r gr
owth
as
indi
vidu
als
and
that
it s
tren
gthe
ned
thei
r co
nvic
tion
sab
out w
ho th
ey th
ough
t the
y w
ere
as f
utur
e te
ache
rs.
Alt
houg
h m
ento
rs w
ere
atti
mes
fru
stra
ted
and
conc
erne
d ab
out t
his
new
, see
min
gly
diff
eren
t and
dif
ficu
lt r
ole,
they
fel
t the
men
tori
ng e
xper
ienc
e he
lped
them
fur
ther
sol
idif
y th
eir
unde
rsta
ndin
gof
teac
hing
, res
earc
hing
, and
wor
king
in c
olle
gial
rel
atio
nshi
ps.
Con
clud
ing
thou
ghts
fro
m tw
o m
ento
rs r
epre
sent
the
thou
ghts
sha
red
by a
ll m
ento
rs r
egar
ding
the
valu
e of
the
men
tori
ng e
xper
ienc
e.
Loo
king
bac
k, it
bec
omes
dif
ficu
lt to
exp
ress
all
that
I h
ave
lear
ned
and
wha
t I a
m g
oing
to b
ring
wit
h m
e in
to m
y fi
rst j
ob.
I kn
ow th
at th
e is
sue
ofpr
ofes
sion
alis
m w
ill f
orev
er r
emai
n in
grai
ned
in m
y br
ain.
I h
ave
seen
how
acti
ons
and
beha
vior
s ca
n in
flue
nce
the
way
that
oth
ers
perc
eive
you
. T
here
aliz
atio
n th
at I
can
be
a re
sear
cher
is o
ne th
ing
that
I n
ever
wou
ld h
ave
drea
med
abo
ut w
hen
I ca
me
to th
is u
nive
rsit
y fo
ur y
ears
ago
. I
have
gon
eth
roug
h th
e pr
oces
s an
d I
am n
ot a
frai
d of
it o
r th
e te
rms
that
are
use
d ab
out
lear
ning
new
thin
gs.
A c
onti
nuat
ion
of w
hat
I to
ok a
way
wit
h m
e fr
om s
tude
nt t
each
ing
was
how
val
uabl
e a
supp
ort
syst
em c
an b
e w
hen
mad
e up
of
coll
eagu
es i
n a
safe
envi
ronm
ent.
Pe
er
Me
nto
rin
g:
Pre
se
rvic
e T
ea
ch
ers
Mos
t not
ably
, men
tors
dev
elop
ed p
rofe
ssio
nal r
elat
ions
hips
wit
h th
eir
prof
esso
r an
dth
e ho
st c
lass
room
teac
hers
. T
hese
rel
atio
nshi
ps w
ere
mor
e co
lleg
ial t
han
the
trad
itio
nal p
rofe
ssor
or
teac
her/
unde
rgra
duat
e st
uden
t rel
atio
nshi
p. A
s on
e m
ento
rno
ted:
9
One
of
the
mos
t im
port
ant t
hing
s th
at I
had
take
n w
ith
me
from
whe
n I
was
in th
is R
eadi
ng/L
angu
age
Art
s cl
ass
is th
e im
port
ance
of
bein
g a
life
-lon
gle
arne
r. I
hav
e tr
ied
to il
lust
rate
this
to m
y m
ente
es, b
ut w
hen
they
rea
lize
it f
orth
emse
lves
, the
y w
ill b
ette
r un
ders
tand
wha
t I w
as s
ugge
stin
g. T
his
men
tori
ngha
s be
en a
n ex
cept
iona
lly
rew
ardi
ng a
nd le
arni
ng ti
me
for
me.
I w
ould
not
hav
ere
plac
ed it
for
any
thin
g. I
t far
sur
pass
ed m
y ex
pect
atio
ns, a
nd I
can
onl
y ho
peth
at I
wil
l pas
s on
wha
t I h
ave
lear
ned.
Thi
s ha
s be
en a
ver
y va
luab
le e
xper
ienc
e fo
r m
e, a
nd I
’m n
ot s
ure
if I
can
do [
it]
just
ice
by p
utti
ng it
into
wor
ds.
The
men
tori
ng it
self
was
insi
ghtf
ul in
that
I w
as n
ot th
e te
ache
r or
the
stud
ent.
I w
as m
erel
y an
obs
erve
r, bu
t wha
t Iob
serv
ed w
as v
ery
pow
erfu
l. I
was
abl
e to
re-
lear
n w
hat s
tude
nt te
achi
ng h
adun
done
for
me.
Men
tori
ng r
efre
shed
my
mem
ory
of w
hat a
chi
ld-c
ente
red
clas
sroo
m is
, how
coo
pera
tive
lear
ning
wor
ks, a
nd w
hat i
t tak
es to
be
an e
ffec
tive
teac
her.
I h
ave
rem
embe
red
how
impo
rtan
t it i
s to
take
ris
ks, t
o be
a li
fe-
long
lear
ner,
and
that
teac
hers
are
, ind
eed,
res
earc
hers
. T
houg
h st
uden
t tea
chin
ger
ased
mos
t of
wha
t I le
arne
d in
the
clas
sroo
m a
nd f
rom
my
text
book
s, I
dou
btth
at a
nyth
ing—
shor
t of
amne
sia—
coul
d ev
er e
rase
wha
t I h
ave
disc
over
ed a
bout
teac
hing
this
pas
t sem
este
r.
In r
etro
spec
t, al
l men
tors
rep
orte
d th
at th
e m
ento
ring
exp
erie
nce
help
ed th
emdu
ring
inte
rvie
ws
for
teac
hing
pos
itio
ns.
The
y at
trib
uted
this
suc
cess
to th
eir
perc
eive
d ab
ilit
y to
“ta
lk d
iffe
rent
ly”
than
did
oth
er c
andi
date
s in
the
inte
rvie
wpr
oces
s. O
ne s
tude
nt r
epor
ted
that
aft
er th
e pr
inci
pal a
sked
her
abo
ut th
e m
ento
ring
sem
este
r, th
ey ta
lked
of
litt
le e
lse
duri
ng th
eir
tim
e to
geth
er.
All
agr
eed
that
dis
cus-
sion
abo
ut th
e m
ento
ring
sem
este
r w
as p
ower
ful d
urin
g th
eir
inte
rvie
ws.
Men
tors
’ abi
liti
es to
ref
lect
upo
n an
d sh
are
thei
r le
arni
ng w
ent b
eyon
d th
eir
sem
este
r ex
peri
ence
and
sub
sequ
ent j
ob in
terv
iew
s. T
he f
irst
coh
ort o
f fi
ve m
ento
rsco
-wro
te a
n ac
cept
ed p
ropo
sal t
o sp
eak
at th
e an
nual
mee
ting
of
the
Inte
rnat
iona
lR
eadi
ng A
ssoc
iati
on’s
(IR
A)
annu
al c
onve
ntio
n. I
n ad
diti
on, t
hey
coll
abor
ated
inw
riti
ng a
gra
nt th
at w
as f
unde
d to
sup
port
thei
r tr
avel
to th
e IR
A c
onfe
renc
e. T
wo
mem
bers
of
the
seco
nd c
ohor
t of
four
dev
elop
ed a
man
uscr
ipt d
escr
ibin
g th
eir
lear
ning
exp
erie
nces
and
sub
mit
ted
that
for
pub
lica
tion
. A th
ird
mem
ber
of th
atco
hort
use
d th
e sp
ecia
l int
eres
t res
earc
h to
pic
aspe
ct o
f th
e se
min
ar to
dev
elop
an
arti
cle
on d
eaf
educ
atio
n th
at w
as a
ccep
ted
for
publ
icat
ion.
Sti
ll a
noth
er m
ento
rse
rved
as
a co
nsul
tant
for
the
dev
elop
men
t of
a l
abor
ator
y sc
hool
in
a ne
arby
scho
ol d
istr
ict.
At t
imes
, eac
h m
ento
r st
rugg
led
wit
h ho
w to
hel
p m
ente
es g
row
in th
eir
thin
k-in
g ab
out t
each
ing.
A n
umbe
r of
men
tors
rep
orte
d re
read
ing
thei
r jo
urna
ls f
rom
thei
rfi
eld
expe
rien
ce in
the
lite
racy
blo
ck. T
hey
conc
entr
ated
on
how
thei
r pr
ofes
sors
had
resp
onde
d to
thei
r en
trie
s. T
hey
won
dere
d ho
w to
bal
ance
the
amou
nt o
f m
ento
rfe
edba
ck w
ith
men
tee
refl
ecti
ons
and
how
to p
rovi
de g
uida
nce
in m
eani
ngfu
l way
s.
Cha
lleng
es
Pe
er
Me
nto
rin
g:
Pre
se
rvic
e T
ea
ch
ers
I ho
pe th
at I
wil
l be
able
to m
aint
ain
the
supp
ort I
hav
e no
w [
as w
ell a
s] in
toan
dth
roug
hout
my
firs
t tea
chin
g ye
ars.
10 Men
tors
als
o lo
oked
at t
heir
vid
eota
pes
from
the
ir f
ield
exp
erie
nces
so
they
mig
htbe
tter
“kn
ow w
hat t
o ex
pect
” fr
om th
eir
men
tees
. Men
tors
cau
tion
ed e
ach
othe
r an
dth
emse
lves
abo
ut “
sayi
ng to
o m
uch.
” T
hey
cons
ciou
sly
wor
ked
at e
mul
atin
g th
ety
pes
of o
pen-
ende
d qu
esti
onin
g us
ed in
add
ress
ing
them
whe
n th
ey w
ere
prac
tica
stud
ents
. T
he f
ollo
win
g m
ento
r’s
com
men
t cap
ture
s th
at s
enti
men
t.
I ju
st h
ope
that
I c
an o
ffer
sup
port
wit
hout
infl
icti
ng m
y st
rong
bel
iefs
on
the
stud
ents
that
I w
ork
wit
h! O
f co
urse
, I w
ant t
hem
to c
onst
antl
y qu
esti
on m
e an
dm
ake
me
vali
date
wha
t I a
m s
ayin
g, b
ut I
als
o fe
el li
ke I
wan
t the
m to
lear
nfr
om m
e. I
can
tell
them
wha
t I le
arne
d, b
ut I
hop
e to
que
stio
n th
em in
way
sth
at th
ey m
ake
that
dis
cove
ry f
or th
emse
lves
!
Tim
e. D
urin
g th
e se
min
ars,
all
men
tors
col
lect
ivel
y ad
dres
sed
indi
vidu
al a
ndgr
oup
issu
es r
elat
ed to
thei
r re
spon
sibi
liti
es.
In g
ener
al, m
ento
rs c
omm
itte
d m
uch
tim
e an
d en
ergy
in r
espo
ndin
g to
men
tees
’ nee
ds.
In th
e fi
rst h
alf
of e
ach
sem
este
r,ne
arly
all
men
tors
str
uggl
ed w
ith
how
to s
et li
mit
s on
the
amou
nt o
f ti
me
they
wou
ldsp
end
help
ing
men
tees
pla
n le
sson
s. D
urin
g se
min
ars
they
dis
cuss
ed w
ays
tode
velo
p m
anag
emen
t ski
lls
so th
ey w
ere
wor
king
wit
h an
d no
t sol
ely
for
thei
rm
ente
es.
Gra
dual
ly, t
hey
lear
ned
to g
ive
thei
r m
ente
es a
sch
edul
e of
whe
n th
eyw
ould
be
avai
labl
e to
mee
t wit
h th
em a
nd th
en to
be
cons
iste
nt w
ith
that
sch
edul
e.In
spi
te o
f su
ch e
ffor
ts, p
robl
ems
stil
l aro
se. L
esso
n ob
serv
atio
ns w
ere
ofte
n sh
ifte
das
eve
nts
in s
ite
clas
sroo
ms
dict
ated
the
pace
of
clas
sroo
m a
ctiv
itie
s. T
his
crea
ted
prob
lem
s fo
r m
ento
rs w
ho w
ere
atte
mpt
ing
to m
axim
ize
obse
rvat
ions
dur
ing
thei
rsi
te v
isit
s. T
he f
ollo
win
g in
cide
nt r
epre
sent
s th
e ki
nds
of a
djus
tmen
ts m
ento
rs o
ften
had
to m
ake.
I th
ough
t I w
ould
vis
it T
and
C f
irst
, the
n zi
p up
to s
ee th
e en
ding
of A
nnie
’s[l
esso
n].
Inst
ead,
T a
nd C
had
har
dly
been
vid
eota
ped
and
I w
ante
d to
see
som
eof
wha
t the
y w
ere
doin
g. A
roun
d 10
:00,
I m
ade
the
deci
sion
to s
tay
wit
h T
and
and
risk
mis
sing
Ann
ie’s
less
on.
It s
eem
ed th
at T
and
C ‘
need
ed’ m
y su
ppor
t...
mor
e th
an A
nnie
nee
ded
me.
Oth
er d
iffi
cult
ies
rela
ted
to th
e ti
me
men
tors
sch
edul
ed to
wor
k w
ith
men
tees
wer
e no
t rel
ated
to th
e cl
assr
oom
env
iron
men
t but
inst
ead
resu
lted
fro
m m
ente
e’s
lack
of
plan
ning
. In
tim
e, m
ento
rs le
arne
d to
hol
d th
eir
men
tees
acc
ount
able
for
thei
r w
ork
and
held
fas
t to
a re
ason
able
tim
e sc
hedu
le f
or w
orki
ng w
ith
thei
rm
ente
es.
The
fol
low
ing
exam
ple
dem
onst
rate
s ho
w d
iffi
cult
it w
as f
or m
ento
rs to
esta
blis
h th
eir
auth
orit
y re
gard
ing
tim
e.
10:3
7 p.
m.
Cor
nel j
ust c
alle
d. H
e w
ante
d to
kno
w if
I c
ould
“pu
hlee
ez”
mee
tw
ith
him
to g
o ov
er h
is le
sson
for
tom
orro
w…
.I s
aid,
“I’
m r
eally
sor
ry I
can
’tm
eet w
ith
you.
You
sho
uld’
ve c
alle
d so
oner
.” A
ll h
e sa
id w
as, “
Yea
h, I
kno
w.”
In a
way
I w
as f
eeli
ng li
ke m
aybe
I s
houl
d ha
ve tr
ied
to a
ccom
mod
ate
him
, but
Mar
ci [
fell
ow m
ento
r] b
roug
ht u
p (I
cal
led
her
afte
r m
y co
nver
sati
on w
/Cor
nel)
a go
od p
oint
that
, who
kno
ws,
nex
t tim
e he
mig
ht c
all m
e at
ele
ven
thir
ty to
go
over
his
les
son.
I j
ust
don’
t un
ders
tand
thi
s. I
t’s
real
ly h
ard
not
to f
eel
resp
onsi
ble
for
him
.
Pe
er
Me
nto
rin
g:
Pre
se
rvic
e T
ea
ch
ers
11
In a
ddre
ssin
g m
ento
rs’ d
iffi
cult
ies
man
agin
g th
eir
tim
e, f
ello
w m
ento
rs s
up-
port
ed th
eir
peer
s w
ho w
ere
expe
rien
cing
gre
ater
dif
ficu
ltie
s su
perv
isin
g th
eir
men
tees
. O
ne m
ento
r ex
pres
sed
her
sens
e of
em
path
y fo
r an
othe
r m
ento
r.
I s
at a
nd w
atch
ed S
arah
dur
ing
the
sem
inar
and
she
was
tryi
ng s
o ha
rd to
do
wha
t she
thin
ks is
rig
ht a
nd tr
ying
to b
e a
grea
t men
tor,
but s
omet
imes
, it j
ust
blow
s up
in h
er f
ace.
I w
ant t
o re
assu
re h
er, b
ut th
ings
that
I s
ay d
on’t
see
m to
have
the
sam
e ef
fect
as
if h
er m
ente
es w
ere
all u
p to
par
. T
his
rem
inds
me
ofw
hat c
ould
hap
pen
whe
n a
teac
her
trie
s so
met
hing
new
and
all
they
are
see
ing
isfa
ilur
e. I
kno
w th
at m
any
thin
gs c
an b
e le
arne
d du
ring
that
pro
cess
, but
it’s
ver
ydi
scou
ragi
ng.
Com
mit
men
t. M
ento
rs w
ere
enco
urag
ed w
hen
noti
ng p
oten
tial
and
gro
wth
inth
eir
men
tees
. “S
he [
men
tee]
has
mad
e so
muc
h pr
ogre
ss in
so
man
y ar
eas.
I th
ink
she
wou
ld m
ake
a w
onde
rful
men
tor
next
yea
r. S
he is
ver
y re
spon
sibl
e, p
rofe
s-si
onal
, and
has
the
desi
re to
lear
n.”
Men
tors
rec
ogni
zed
the
valu
e of
suc
h qu
alit
ies
asth
ey c
ontr
ibut
ed to
thei
r m
ento
ring
eff
ectiv
enes
s. N
ot a
ll s
tude
nts,
how
ever
, dem
on-
stra
ted
an e
qual
com
mit
men
t to
prof
essi
onal
gro
wth
. A
ltho
ugh,
men
tors
sho
wed
conc
ern
for
all o
f th
eir
men
tees
, the
y w
ere
occa
sion
ally
fru
stra
ted
by m
ente
es w
hose
emed
less
wil
ling
to f
ully
com
mit
to th
eir
teac
hing
exp
erie
nces
. A
s on
e m
ento
rw
rote
in h
er jo
urna
l, “I
hav
e le
arne
d th
at it
take
s m
ore
than
the
know
ledg
e an
d th
epr
oces
s to
be
a go
od te
ache
r. H
e [m
ente
e] is
not
sho
win
g m
e th
at h
e is
rea
dy to
be
apr
ofes
sion
al.”
Men
tors
var
ied
in th
eir
abil
itie
s to
bal
ance
thei
r co
ntin
ued
lear
ning
wit
h a
shar
ed r
espo
nsib
ilit
y fo
r th
eir
assi
gned
men
tees
. Fo
ur m
ento
rs, i
n pa
rtic
ular
, wer
ehi
ghly
cha
llen
ged
thro
ugho
ut th
eir
men
tori
ng s
emes
ters
in th
eir
inte
ract
ions
wit
h at
leas
t tw
o of
thei
r m
ente
es.
The
se m
ento
rs s
trug
gled
to f
ind
a re
ason
why
thei
rm
ente
es w
ere
not d
oing
wel
l. R
easo
ns g
iven
incl
uded
“lo
w s
elf-
este
em,”
bei
ng“n
ervo
us,”
or
not a
ble
to “
take
ris
ks.”
Man
y ti
mes
men
tors
wer
e un
sure
whe
ther
to“a
band
on”
thei
r ch
arge
s to
thei
r se
lf-d
efea
ting
beh
avio
rs o
r w
ork
even
har
der
to tr
yto
rea
ch th
em.
As
one
men
tor
lam
ente
d, “
The
y [m
ente
es]
are
so f
ar b
ehin
d an
dth
ere
is n
o w
ay th
ey c
ould
cat
ch u
p in
one
nig
ht.
Thi
s is
a p
roce
ss, a
lear
ning
proc
ess.
Why
can
’t th
ey s
ee th
at?”
It w
as in
this
are
a of
pro
fess
iona
l rel
atio
nshi
psth
at m
ento
rs s
eem
ed to
lear
n th
e m
ost.
Trus
t and
Cre
dibi
lity
. E
stab
lish
ing
and
sust
aini
ng a
wor
king
leve
l of
trus
tbe
twee
n an
d am
ong
men
tors
and
men
tees
pro
ved
chal
leng
ing
yet w
as c
riti
cal f
orsu
cces
s. T
he m
ento
r an
d m
ente
e ro
les
dist
ingu
ishe
d st
uden
ts b
y ex
pert
ise
alth
ough
all p
arti
cipa
nts
wer
e un
derg
radu
ates
and
, in
othe
r re
spec
ts, p
eers
. D
urin
g ea
rly
inte
ract
ions
, men
tors
had
to o
verc
ome
som
e m
ente
es’ f
eeli
ngs
of b
eing
“ab
ando
ned”
by th
eir
univ
ersi
ty in
stru
ctor
. S
ince
the
inst
ruct
or w
as w
orki
ng w
ith
a nu
mbe
r of
stud
ents
in c
lass
who
wer
e no
t ass
igne
d to
men
tors
, oth
er s
tude
nts
coul
d be
exp
ecte
dto
per
ceiv
e th
is a
s un
fair.
One
men
tor
shar
ed h
er p
erce
ptio
ns o
f th
is s
enti
men
t in
the
foll
owin
g jo
urna
l ent
ry.
I’ve
hea
rd th
roug
h th
e gr
apev
ine
that
peo
ple
are
not p
leas
ed w
ith
havi
ng to
mee
tw
ith
a m
ento
r fo
r a
vari
ety
of r
easo
ns.
The
mos
t com
mon
of
reas
ons
seem
s to
be th
at th
ey d
oubt
our
exp
erie
nce
in th
e cl
assr
oom
has
bee
n ad
equa
te e
noug
h to
Pe
er
Me
nto
rin
g:
Pre
se
rvic
e T
ea
ch
ers
help
them
….T
his
seem
ed li
ke a
logi
cal e
xpec
tati
on f
or a
ny s
tude
nt to
hav
e an
dth
us I
cou
ld a
ppre
ciat
e w
here
thes
e st
uden
ts w
ere
com
ing
from
. T
hen
I go
t ali
ttle
ang
ry a
t bei
ng d
oubt
ed.
In a
ll h
ones
ty, I
did
hav
e m
ore
expe
rien
ce in
the
fiel
d th
an th
ese
stud
ents
. I
thin
k th
at it
wil
l jus
t tak
e ti
me
for
ever
yone
to r
elax
and
begi
n to
see
that
the
men
tor/
men
tee
rela
tion
ship
can
be
very
ben
efic
ial t
obo
th p
arti
es.
Tho
se m
ento
rs w
ho te
nded
to d
evot
e co
nsid
erab
ly m
ore
tim
e to
thei
r m
ente
esse
emed
to a
ddre
ss th
is is
sue
mor
e su
cces
sful
ly th
an d
id o
ther
s. B
y m
id s
emes
ter
ofea
ch o
f th
e tw
o se
mes
ters
of
this
stu
dy, o
ne m
ente
e be
gan
cont
acti
ng th
e un
iver
sity
prof
esso
r to
pla
n he
r le
sson
s an
d/or
rev
iew
the
vide
otap
e be
caus
e sh
e fe
lt s
he w
asge
ttin
g in
suff
icie
nt g
uida
nce
and
feed
back
fro
m h
er m
ento
r. T
wo
men
tors
(on
e ea
chse
mes
ter)
had
dif
ficu
lty
cons
iste
ntly
att
endi
ng th
e fi
eld
sett
ing
whi
le th
eir
men
tees
wer
e te
achi
ng.
Rel
ativ
e to
the
othe
r m
ento
rs, t
hese
two
wer
e al
so a
vail
able
less
ofte
n fo
r le
sson
pla
nnin
g se
ssio
ns a
nd f
or r
evie
win
g an
d re
flec
ting
on
vide
otap
es o
fth
eir
men
tees
’ les
sons
. W
hen
conf
ront
ed w
ith
thes
e is
sues
, the
se m
ento
rs c
ited
lack
of ti
me
or th
e fa
ct th
at th
e m
ente
es “
do n
ot tr
ust m
e in
the
men
tori
ng r
ole.
”M
ento
rs w
ere
unde
r pr
essu
re in
a v
arie
ty o
f co
ntex
ts to
dem
onst
rate
exp
erti
se in
peda
gogy
, con
tent
, and
the
clas
sroo
m e
nvir
onm
ent.
As
they
hel
ped
men
tees
pla
nle
sson
s, th
ey h
ad to
dra
w o
n th
eir
know
ledg
e ba
se in
lite
racy
inst
ruct
ion,
and
on
thei
r re
late
d ex
peri
ence
s. I
t was
not
unc
omm
on f
or m
ento
rs to
thin
k ba
ck to
wha
tth
ey m
ay h
ave
been
like
at s
imil
ar p
oint
s in
thei
r ed
ucat
ion.
Ref
lect
ing
on a
less
onre
view
ses
sion
wit
h tw
o m
ente
es, o
ne m
ento
r de
mon
stra
ted
such
eff
orts
.
I th
ink
I as
ked
the
“rig
ht”
ques
tion
s. I
saw
thei
r m
inds
chu
rnin
g an
d in
thei
rey
es, a
ref
lect
ion
or im
age
of [
me]
just
last
spr
ing.
The
y ha
dn’t
hea
rd a
bout
PR
OC
ES
SIN
G!!
I b
rief
ly e
xpla
ined
it.
Whe
n di
d I
lear
n ab
out p
roce
ssin
g?D
id I
not
kno
w it
then
eit
her?
Co
nclu
sio
ns a
nd
Im
plicati
on
s
Pro
vidi
ng u
nder
grad
uate
edu
cati
on s
tude
nts
wit
h qu
alit
y op
port
unit
ies
toex
peri
ence
the
wor
king
s of
act
ual c
lass
room
s th
roug
h fi
eld
expe
rien
ces
can
grea
tly
bene
fit p
rese
rvic
e te
ache
rs in
thei
r pr
ofes
sion
al d
evel
opm
ent.
Suc
h ex
peri
ence
s,ho
wev
er, r
equi
re a
gre
at d
eal o
f su
ppor
t and
sup
ervi
sion
. A
men
tori
ng p
rogr
am s
uch
as d
escr
ibed
in th
is s
tudy
off
ers
a le
vel o
f su
ppor
t for
stu
dent
s in
fiel
d ex
peri
ence
sth
at m
ay n
ot b
e po
ssib
le w
hen
one
inst
ruct
or is
resp
onsi
ble
for a
n en
tire
clas
s of
stu
-de
nts.
For
exa
mpl
e, th
e te
achi
ng c
ycle
s an
d su
perv
isio
n re
quir
ed o
f st
uden
ts in
the
Lit
erac
y M
etho
ds f
ield
exp
erie
nce
for
this
stu
dy r
equi
red
a m
inim
um o
f ei
ght h
ours
per
stud
ent f
or th
eir
less
on c
ycle
s an
d fo
ur h
ours
per
wee
k on
sit
e fo
r cl
assr
oom
obse
rvat
ions
. Add
ing
qual
ifie
d m
ento
rs to
ass
ume
a m
easu
re o
f th
ose
supe
rvis
ory
resp
onsi
bilit
ies
adde
d to
the
feas
ibili
ty a
nd e
ffec
tiven
ess
of fi
eld
expe
rien
ces.
Fiv
em
ento
rs a
nd o
ne c
ours
e in
stru
ctor
on
site
eac
h w
eek
prov
ided
a m
uch
grea
ter
leve
lof
sup
ervi
sion
for
eac
h fi
eld
expe
rien
ce s
tude
nt.
Res
ults
of
this
pro
ject
info
rmed
wor
k at
Dra
ke U
nive
rsit
y’s
Sch
ool o
f E
duca
-ti
on. T
he f
ield
wor
k as
soci
ated
wit
h th
e un
derg
radu
ate
lite
racy
met
hods
cou
rsew
ork
inco
rpor
ated
the
men
tori
ng c
ompo
nent
in it
s de
sign
, and
stu
dent
s in
tere
sted
in b
eing
men
tors
wer
e ab
le to
pla
n th
eir
prog
ram
s to
incl
ude
the
men
tori
ng c
ours
e lo
ad. T
hefi
ndin
gs o
f th
is m
ento
ring
pro
gram
indi
cate
the
pote
ntia
l suc
h pr
ogra
ms
may
hav
e fo
ren
rich
ing
teac
her-
educ
atio
n ex
peri
ence
s at
oth
er in
stitu
tions
.
12 P
ee
r M
en
tori
ng
: P
rese
rvic
e T
ea
ch
ers
13
Refe
ren
ces
Aye
rs, W
. (1
993)
. To
teac
h: T
he jo
urne
y of
a te
ache
r. C
olum
bia
Uni
vers
ity,
NY
:Te
ache
rs C
olle
ge P
ress
.C
osta
, A. L
., &
Gar
mst
on, R
. J.
(199
4). C
ogni
tive
coa
chin
g: A
foun
dati
on fo
rR
enai
ssan
ce s
choo
ls.
Nor
woo
d, M
A:
Chr
isto
pher
-Gor
don,
Inc
.F
rank
e, A
., &
Dah
lgre
n, L
. O.
(199
6). C
once
ptio
ns o
f m
ento
ring
: A
n em
piri
cal
stud
y of
con
cept
ions
of
men
tori
ng d
urin
g sc
hool
-bas
ed te
ache
r ed
ucat
ion.
Teac
hing
and
Tea
cher
Edu
cati
on, 1
2(6)
, 627
-641
.G
lase
r, B
., &
Str
auss
, A. (
1967
). Th
e di
scov
ery
of g
roun
ded
theo
ry.
Chi
cago
: Ald
ine.
Goe
tz, J
. P.,
& L
eCom
pte,
M. D
. (1
984)
. Eth
nogr
aphy
and
qua
lita
tive
des
ign
ined
ucat
iona
l res
earc
h. O
rlan
do, F
L:
Aca
dem
ic P
ress
.H
arri
s, B
. M.
(199
8). P
arad
igm
s an
d pa
ram
eter
s of
sup
ervi
sion
in e
duca
tion
.In
G. R
. Fir
th &
E. F
. Paj
ak (
Eds
.), H
andb
ook
of r
esea
rch
on s
choo
l sup
ervi
sion
.N
ew Y
ork:
Sim
on &
Shu
ster
Mac
mil
lan.
Hol
low
ay, J
. (20
01).
Res
earc
h li
nk: T
he b
enef
its
of m
ento
ring
. E
duca
tion
alL
eade
rshi
p, 5
8(8)
, 85-
86.
Hol
low
ay, J
. (20
02).
Res
earc
h li
nk: M
ento
ring
for
div
ersi
ty.
Edu
cati
onal
Lea
ders
hip,
59(
6), 8
8-89
.L
inco
ln, Y
. S.,
& G
uba,
E. G
. (1
985)
. Nat
ural
istic
inqu
iry.
Bev
erly
Hill
s, C
A:
Sage
.R
owle
y, J
. (19
99).
The
goo
d m
ento
r. E
duca
tion
al L
eade
rshi
p, 5
6(8)
, 20-
22.
Sil
va, D
. Y. (
2000
). M
ento
r te
ache
rs’ w
ays
of b
eing
and
kno
win
g in
a p
rofe
ssio
nal
deve
lopm
ent s
choo
l. P
aper
pre
sent
ed a
t the
Ann
ual M
eeti
ng o
f th
e A
mer
ican
Edu
cati
onal
Res
earc
h A
ssoc
iati
on, N
ew O
rlea
ns, L
A.
Str
auss
, A.,
& C
orbi
n, J
. (19
90).
Bas
ics
of q
uali
tati
ve r
esea
rch:
Gro
unde
d th
eory
proc
edur
es a
nd te
chni
ques
. N
ewbu
ry P
ark,
CA
: Sag
e.W
atte
rs, J
., &
Gin
ns, I
. (19
97).
Pee
r as
sist
ed le
arni
ng:
Impa
ct o
n se
lf-e
ffica
cy a
ndac
hiev
emen
t. P
aper
pre
sent
ed a
t the
ann
ual m
eeti
ng o
f th
e A
ssoc
iati
on f
orE
duca
tion
al R
esea
rch
Ass
ocia
tion
, Chi
cago
, IL
.W
illi
ams,
A.
(199
3). T
each
er p
erce
ptio
ns o
f th
eir
need
s as
men
tors
in th
e co
ntex
t of
deve
lopi
ng s
choo
l-ba
sed
init
ial t
each
er e
duca
tion
. B
riti
sh E
duca
tion
al R
esea
rch
Jour
nal,
19(4
), 4
07-4
20.
Won
g, H
. (20
02).
Ind
ucti
on: T
he b
est f
orm
of
prof
essi
onal
dev
elop
men
t.E
duca
tion
al L
eade
rshi
p, 5
9(6)
, 52-
55.
Pe
er
Me
nto
rin
g:
Pre
se
rvic
e T
ea
ch
ers
Rob
ert J
. Nis
tler
, Ph.
D.,
is a
n A
ssoc
iate
Pro
fess
or o
f E
duca
tion
at t
he U
nive
rsit
yof
St.
Tho
mas
in S
t. Pa
ul, M
inne
sota
. H
is r
esea
rch
inte
rest
s in
clud
e te
ache
rde
velo
pmen
t for
the
teac
hing
of
wri
ting
, fam
ily
lite
racy
, and
pro
cess
es o
fte
ache
r ch
ange
and
dev
elop
men
t. E
mai
l: r
jnis
tler
1@st
thom
as.e
du
Aut
hor
Bio
grap
hy
Exc
elsi
or:
Lea
ders
hip
in T
each
ing
and
Lea
rnin
gV
olum
e 1,
Num
ber
1
Fall
/Win
ter
2006
15
Per
cept
ions
of
Chi
ldre
n’s
Cul
ture
in a
n U
rban
Sch
ool
Alth
ier
Laz
ar, C
athy
Pin
to, a
nd N
atal
ie W
arre
n
Abs
trac
t
Thi
s ar
ticl
e ad
dres
ses
teac
hers
’ vi
ews
abou
t ch
ildr
en’s
cul
ture
in
one
urba
nel
emen
tary
sch
ool t
hat s
erve
s A
fric
an-A
mer
ican
stu
dent
s. T
each
ers
desc
ribe
d th
eir
cult
ure,
thei
r st
uden
ts’ c
ultu
re, a
nd h
ow th
ey in
tegr
ated
und
erst
andi
ngs
abou
t cul
ture
into
thei
r in
stru
ctio
nal p
ract
ices
. Def
icit
vie
ws
of c
hild
ren’
s cu
ltur
e w
ere
evid
ent i
nte
ache
rs’
desc
ript
ions
, esp
ecia
lly
amon
g E
urop
ean-
Am
eric
an te
ache
rs w
ho d
id n
otliv
e in
the
city
. A
lmos
t all
teac
hers
des
crib
ed c
hild
ren’
s la
ngua
ge a
bili
ties
as
devi
ant.
Our
fin
ding
s re
veal
the
need
for
cul
tura
l sen
sitiv
ity
educ
atio
n fo
r te
ache
rsan
d m
ore
com
preh
ensi
ve r
esea
rch
in t
he a
rea
of t
each
ers’
att
itud
es a
nd u
nder
-st
andi
ngs
abou
t cul
ture
.
16
Abo
ut h
alf
of th
e ch
ildr
en s
erve
d by
urb
an s
choo
l dis
tric
ts, m
any
of w
hich
are
chil
dren
of
colo
r, do
not
gra
duat
e fr
om h
igh
scho
ol (
Orf
ield
, 200
4).
Thi
s pr
oble
m is
mul
tifa
cete
d an
d on
e th
at is
sha
ped
by a
ran
ge o
f ec
onom
ic, p
olit
ical
, soc
ial,
and
educ
atio
nal f
acto
rs.
In th
is a
rtic
le w
e fo
cus
on o
ne f
acto
r: te
ache
rs.
Thi
s is
not
beca
use
we
see
teac
hers
as
the
prim
ary
prob
lem
, but
bec
ause
the
rese
arch
sug
gest
sth
at te
ache
rs’ c
ultu
ral s
ensi
tivit
y ha
s be
en li
nked
to s
choo
l suc
cess
(L
adso
n-B
illi
ngs,
2001
). P
rese
ntly
, how
ever
, not
eno
ugh
is b
eing
don
e to
hel
p te
ache
rs a
nd a
dmin
is-
trat
ors
acqu
ire
unde
rsta
ndin
gs a
bout
chi
ldre
n an
d th
eir
cult
ural
com
mun
itie
s th
atw
ould
hel
p th
em s
erve
thes
e ch
ildr
en s
ucce
ssfu
lly.
Cul
tura
l sen
sitiv
ity
is th
e ab
ilit
y to
und
erst
and
the
hist
ory,
val
ues,
per
cept
ions
,an
d be
havi
ors
of m
embe
rs o
f pa
rtic
ular
gro
ups
of p
eopl
e, w
itho
ut ju
dgin
g th
ese
tobe
bet
ter
or w
orse
than
thos
e of
any
oth
er g
roup
(L
azar
, 200
4). C
ultu
ral s
ensi
tivit
y is
a de
fini
ng c
hara
cter
isti
c of
suc
cess
ful t
each
ers
of c
hild
ren
of c
olor
(L
adso
n-B
illi
ngs,
1994
; 200
1).
It is
man
ifes
ted
whe
n te
ache
rs r
espe
ct s
tude
nts
and
thei
r fa
mil
ies,
mai
ntai
n hi
gh e
xpec
tati
ons
of s
tude
nts,
und
erst
and
and
vali
date
chi
ldre
n’s
heri
tage
and
cult
ure,
and
wea
ve th
ese
cult
ural
und
erst
andi
ngs
into
thei
r te
achi
ng.
Issu
es o
f cu
ltur
al s
ensi
tivit
y ha
ve ta
ken
a ba
ckse
at to
con
cern
s ab
out p
repa
ring
chil
dren
for
sta
ndar
dize
d te
sts
in r
ecen
t yea
rs.
The
No
Chi
ld L
eft B
ehin
d A
ct, w
ith
its
focu
s on
uni
vers
al a
chie
vem
ent i
n re
adin
g an
d m
athe
mat
ics
by th
e ye
ar 2
014,
has
driv
en th
e pr
ofes
sion
al d
evel
opm
ent a
gend
a to
war
d ra
isin
g st
anda
rdiz
ed te
st s
core
s.In
Phi
lade
lphi
a, fo
r ins
tanc
e, p
rofe
ssio
nal d
evel
opm
ent s
essi
ons
duri
ng th
e 20
03-2
004
acad
emic
yea
r fo
cuse
d pr
imar
ily
on te
st p
repa
rati
on a
nd in
stru
ctio
nal p
ract
ices
inre
adin
g an
d m
athe
mat
ics.
An
emph
asis
on
test
ing
ecli
pses
oth
er a
reas
of
teac
her
educ
atio
n, s
uch
as b
uild
ing
teac
hers
’ cul
tura
l sen
sitiv
ity.
Whi
le k
now
ledg
e of
read
ing
and
mat
hem
atic
s in
stru
ctio
n ar
e cr
itic
al a
reas
for
teac
her
deve
lopm
ent,
the
way
s in
whi
ch te
ache
rs p
erce
ive
stud
ents
and
rel
ate
to th
em is
als
o im
port
ant.
The
pre
sent
env
iron
men
t lea
ves
litt
le r
oom
for
teac
her
educ
atio
n in
this
are
a. T
he N
o C
hild
Lef
t Beh
ind
Act
is n
ot th
e on
ly f
acto
r th
at m
argi
nali
zes
prof
es-
sion
al d
evel
opm
ent i
n th
e ar
ea o
f cu
ltur
al s
ensi
tivit
y. U
nive
rsit
y pr
ogra
ms
that
educ
ate
teac
hers
are
als
o co
mpl
icit
in th
e pr
oble
m.
Dur
ing
the
1990
s, c
once
rns
abou
t the
low
ach
ieve
men
t rat
es o
f ch
ildr
en o
f co
lor
in h
igh-
pove
rty
com
mun
itie
sle
d to
an
emph
asis
on
help
ing
teac
hers
bec
ome
mor
e cu
ltur
ally
sen
sitiv
e. T
his
was
an a
ttem
pt to
add
ress
the
gene
rall
y re
cogn
ized
pro
blem
of
a cu
ltur
al d
isco
nnec
tbe
twee
n th
e la
rgel
y m
ains
trea
m p
opul
atio
n of
teac
hers
and
a g
row
ing
popu
lati
on o
fch
ildre
n of
col
or in
hig
h-po
vert
y co
mm
uniti
es (C
ochr
an-S
mith
, 200
4).
Unf
ortu
nate
ly,
teac
her
prep
arat
ion
prog
ram
s ar
e va
ried
in
thei
r de
live
ry o
f cu
ltur
al d
iver
sity
curr
icul
a, le
avin
g so
me
grad
uate
s w
ith
very
few
insi
ghts
abo
ut w
hat i
t mea
ns to
be
acu
ltur
ally
sen
sitiv
e te
ache
r (L
azar
, 200
4).
In s
uch
a cl
imat
e, w
e w
onde
red
abou
t the
sen
sitiv
itie
s an
d un
ders
tand
ings
of
teac
hers
who
ser
ve c
hild
ren
in o
ur lo
wes
t-pe
rfor
min
g sc
hool
s. H
ow d
o th
ey v
iew
chil
dren
’s c
ultu
re a
nd, p
arti
cula
rly,
chi
ldre
n’s
lang
uage
? T
o w
hat e
xten
t do
they
inte
grat
e un
ders
tand
ings
abo
ut c
ultu
re in
to th
eir
inst
ruct
iona
l pra
ctic
es?
How
do
teac
hers
’ ow
n cu
ltur
al f
ram
es o
f re
fere
nce
infl
uenc
e th
eir
way
s of
per
ceiv
ing
chil
dren
’s c
ultu
re?
In
this
stu
dy, w
e ex
plor
e so
me
of th
e pe
rspe
ctiv
es te
ache
rs h
ave
abou
t the
cul
tura
l liv
es o
f th
e ch
ildr
en th
ey te
ach
in o
ne u
rban
sch
ool a
nd h
ow th
ese
view
s m
ay b
e sh
aped
by
teac
hers
’ ow
n cu
ltur
al o
rien
tati
ons.
Ch
ildre
n’s
Cu
ltu
re17
Def
icit
vie
ws
of A
fric
an-A
mer
ican
chi
ldre
n w
ho li
ve in
hig
h-po
vert
y co
mm
uni-
ties
hav
e co
ntin
ued
to a
ffec
t the
way
s th
ey a
re s
een
and
trea
ted
in th
e cl
assr
oom
.O
nly
a ge
nera
tion
ago
, res
earc
h on
Bla
ck c
hild
ren’
s ac
hiev
emen
t foc
used
on
the
defi
cits
of
thei
r ho
mes
and
com
mun
itie
s (B
arat
z &
Bar
atz,
197
0), e
spec
iall
y as
itim
pact
s ch
ildr
en’s
lang
uage
dev
elop
men
t. T
his
rese
arch
sug
gest
ed th
at c
hild
ren
rais
ed in
thes
e en
viro
nmen
ts la
cked
the
verb
al s
tim
ulat
ion
need
ed f
or la
ngua
gede
velo
pmen
t and
abs
trac
t thi
nkin
g. T
hese
theo
ries
hav
e be
en r
epla
ced
by n
ewun
ders
tand
ings
that
chi
ldre
n’s
hom
e la
ngua
ge is
rul
e-bo
und,
com
plex
, and
cap
able
of e
xpre
ssin
g ab
stra
ct th
ough
t (L
abov
, 197
2; P
erry
& D
elpi
t, 19
98).
Def
icit
vie
ws
have
sha
ped
scho
olin
g pr
acti
ces
for
thes
e ch
ildr
en.
Low
ered
stan
dard
s an
d ex
pect
atio
ns a
re o
ften
hel
d fo
r th
ese
stud
ents
bec
ause
som
e te
ache
rsbe
liev
e it
is im
poss
ible
for
them
to le
arn
or b
e ta
ught
due
to th
e so
cial
ills
inhe
rent
in th
eir
hom
e an
d co
mm
unit
y liv
es (
Olm
edo,
199
7).
Olm
edo
asse
rts
that
teac
hers
who
hol
d th
is v
iew
fee
l the
nee
d to
“re
pair
the
diff
eren
ces
in [
the]
chi
ld to
mak
e[t
hem
]sel
ves
feel
com
fort
able
, [th
us le
avin
g] n
o re
gard
for
the
stud
ent.”
(p.
254
).L
ower
exp
ecta
tion
s ar
e al
so p
redo
min
antl
y he
ld f
or s
tude
nts
who
spe
ak B
lack
Dia
lect
rat
her
than
Sta
ndar
d E
ngli
sh, w
hich
con
sequ
entl
y le
ads
to lo
wer
stu
dent
achi
evem
ent (
Cec
il, 1
988)
.R
esea
rch
also
fin
ds th
at m
any
teac
hers
do
not f
ully
app
reci
ate
the
cult
ural
sign
ific
ance
of
the
dist
inct
ive
lang
uage
pat
tern
s of
thos
e w
ho a
ffil
iate
as
Afr
ican
-A
mer
ican
s (P
erry
& D
elpi
t, 19
98).
“A
fric
an o
rali
ty”
is th
e “d
omin
ant f
eatu
re o
fA
fro-
Am
eric
an c
ultu
re [
whi
ch]
fost
ers
[the
] sk
ills
of
perf
orm
ance
, lis
teni
ng, a
ndre
mem
beri
ng”
(Kin
g, 1
994)
. Fo
r m
any
Afr
ican
-Am
eric
an c
hild
ren,
“E
boni
cs”
(oft
en k
now
n as
Afr
ican
-Am
eric
an V
erna
cula
r E
ngli
sh o
r B
lack
Eng
lish
Ver
nacu
lar)
is la
ngua
ge th
ey f
irst
enc
ount
er in
thei
r ho
mes
and
nei
ghbo
rhoo
ds. I
t is
the
lang
uage
chil
dren
ass
ocia
te w
ith
love
, fam
ily, a
nd c
omm
unit
y (D
elpi
t & D
owdy
, 200
3).
Sug
gest
ing
that
a c
hild
’s n
ativ
e la
ngua
ge is
una
ccep
tabl
e is
a c
onde
mna
tion
of
the
chil
d an
d th
ose
who
are
clo
sest
to h
im.
Ove
r th
e la
st tw
o de
cade
s, r
esea
rch
in th
e ar
eas
of m
ulti
cult
ural
ism
and
cul
tura
ldi
vers
ity
has
atte
mpt
ed to
add
ress
thes
e pr
econ
cept
ions
. T
his
rese
arch
str
esse
d th
eim
port
ance
of
vali
dati
ng th
e cu
ltur
al k
now
ledg
e ch
ildr
en b
ring
to s
choo
l, in
clud
ing
thei
r w
ays
of u
sing
lang
uage
and
the
impo
rtan
ce o
f un
ders
tand
ing
and
cele
brat
ing
chil
dren
’s c
ultu
ral h
erit
age
(Au,
199
8;3,
200
2; P
erry
& D
elpi
t, 19
98).
Suc
cess
ful
teac
hers
of A
fric
an-A
mer
ican
chi
ldre
n te
nd to
be
conn
ecte
d w
ith
thei
r st
uden
ts’
com
mun
itie
s, p
osse
ss in
side
r kn
owle
dge
of c
hild
ren’
s cu
ltur
al w
orld
s, a
nd u
se th
isin
form
atio
n to
hel
p ch
ildr
en c
onst
ruct
new
kno
wle
dge
(Lad
son-
Bil
ling
s, 1
994)
.F
ive
of th
e te
ache
rs in
Lad
son-
Bil
ling
’s s
tudy
wer
e A
fric
an-A
mer
ican
and
mai
n-ta
ined
a B
lack
cul
ture
of r
efer
ence
. Thi
s is
the
cult
ural
gro
up w
ith
who
m te
ache
rsm
ost c
lose
ly a
ffil
iate
d. T
hree
teac
hers
wer
e E
urop
ean-
Am
eric
an, y
et o
ne m
ain-
tain
ed a
Bla
ck c
ultu
re o
f re
fere
nce,
ano
ther
con
side
red
hers
elf
bicu
ltur
al, a
nd o
nly
one
assu
med
a W
hite
cul
ture
of
refe
renc
e. S
even
out
of
eigh
t of
the
teac
hers
iden
ti-
fied
wit
h th
eir
stud
ents
’ cul
ture
on
a pe
rson
al le
vel;
and
all
of
the
teac
hers
, at t
heve
ry le
ast,
vali
date
d th
eir
stud
ents
’ cul
ture
.E
ven
teac
hers
who
sha
re a
cul
tura
l her
itag
e w
ith
thei
r st
uden
ts m
ay n
ot b
ecu
ltur
ally
sen
sitiv
e. T
each
ers
of c
olor
can
hol
d ne
gativ
e vi
ews
tow
ards
Bla
ck
Ch
ildre
n’s
Cu
ltu
re Defi
cit
Pers
pecti
ves o
f C
hild
ren
chil
dren
’s la
ngua
ge a
nd li
tera
cy a
bili
ties
as
a co
nseq
uenc
e of
abs
orbi
ng th
e ra
cial
ster
eoty
pes
of th
e do
min
ant c
ultu
re (
Phi
lips
en, 2
003)
. T
hese
teac
hers
may
not
perc
eive
chi
ldre
n of
col
or a
s in
here
ntly
cap
able
, nor
wou
ld th
ey a
utom
atic
ally
see
thes
e st
uden
ts’ c
ultu
re a
s va
lid
and
wor
thy
of c
eleb
rati
on in
the
clas
sroo
m.
We
won
dere
d ho
w te
ache
rs p
erce
ived
Afr
ican
-Am
eric
an c
hild
ren
who
att
end
high
ly d
istr
esse
d ur
ban
publ
ic s
choo
ls.
To w
hat e
xten
t do
they
pos
sess
the
cult
ural
sens
itiv
ity
need
ed to
ser
ve th
ese
chil
dren
wel
l? H
ow d
o te
ache
rs’ c
ultu
ral o
rien
ta-
tion
s sh
ape
thei
r pe
rcep
tion
s of
chi
ldre
n’s
lang
uage
and
cul
ture
? F
urth
er, h
ow is
chil
dren
’s c
ultu
re r
efle
cted
in th
ese
urba
n cl
assr
oom
s? I
n th
is s
tudy
, we
expl
ored
thes
e qu
esti
ons
by lo
okin
g at
the
resp
onse
s of
a g
roup
of
urba
n el
emen
tary
sch
ool
teac
hers
who
wer
e en
roll
ed in
a te
achi
ng m
etho
ds c
ours
e sp
onso
red
by a
loca
lun
iver
sity
. T
heir
res
pons
es in
dica
ted
a ne
ed to
str
engt
hen
cult
ural
sen
sitiv
ity
prog
ram
s fo
r te
ache
rs a
t bot
h th
e sc
hool
dis
tric
t and
uni
vers
ity
leve
ls.
The
teac
hers
who
par
tici
pate
d in
the
stud
y ta
ught
at a
pub
lic
elem
enta
ry s
choo
lin
Phi
lade
lphi
a th
at s
erve
d ap
prox
imat
ely
900
chil
dren
in k
inde
rgar
ten
thro
ugh
sixt
hgr
ade.
The
chi
ldre
n w
ho a
tten
ded
the
scho
ol w
ere
pred
omin
antl
y A
fric
an-A
mer
ican
and
wer
e el
igib
le f
or th
e fr
ee-l
unch
pro
gram
. T
hese
teac
hers
wer
e en
roll
ed in
agr
adua
te c
ours
e in
lite
racy
off
ered
at t
he s
choo
l.O
n th
e fi
rst d
ay o
f th
e co
urse
, tea
cher
s w
ere
invi
ted
to c
ompl
ete
a su
rvey
that
soli
cite
d in
form
atio
n ab
out t
heir
cul
ture
, the
type
of
com
mun
ity
in w
hich
they
resi
ded
(urb
an, s
ubur
ban,
rur
al),
thei
r kn
owle
dge
of s
tude
nts’
cul
ture
s, th
e ex
tent
tow
hich
they
inco
rpor
ated
kno
wle
dge
abou
t chi
ldre
n’s
cult
ure
into
less
on p
lann
ing,
desc
ript
ions
of
thei
r st
uden
ts’ o
ral a
nd w
ritt
en la
ngua
ge, a
nd h
ow th
ey h
elpe
dst
uden
ts a
cqui
re S
tand
ard
Eng
lish
. Te
ache
rs w
ere
told
that
thei
r pa
rtic
ipat
ion
in th
est
udy
was
opt
iona
l and
that
it w
ould
not
aff
ect t
heir
gra
de f
or th
e co
urse
. T
he e
ntir
egr
oup
of 2
5 te
ache
rs c
ompl
eted
the
surv
ey, w
hich
req
uire
d th
ey r
espo
nd to
que
stio
nsus
ing
shor
t ans
wer
s or
phr
ases
. S
even
of
the
surv
eys
wer
e de
clar
ed in
vali
d du
e to
eith
er in
com
plet
e re
spon
ses
or a
fai
lure
to id
enti
fy w
ith
an e
thni
c gr
oup,
res
ulti
ng in
a fi
nal t
otal
of
18 s
urve
ys.
Bas
ed o
n te
ache
rs’ d
escr
ipti
ons
of th
eir
cult
ural
aff
ilia
tion
s an
d th
e co
mm
uni-
ties
whe
re te
ache
rs li
ved
(urb
an, s
ubur
ban,
rur
al),
we
cate
gori
zed
the
teac
hers
into
the
foll
owin
g fi
ve g
roup
s. T
he n
umer
als
foll
owin
g th
e ca
tego
ries
indi
cate
the
assi
gned
num
ber
of th
e te
ache
rs’ s
urve
y.
Gro
up 1
: A
fric
an-A
mer
ican
, urb
an (
3, 6
, 7, 8
, 9)
Gro
up 2
: A
fric
an-A
mer
ican
, sub
urba
n (1
, 4)
Gro
up 3
: W
est I
ndia
n-A
mer
ican
, urb
an (
2); M
ulti
-Eth
nic,
urb
an (
5)G
roup
4:
Eur
opea
n-A
mer
ican
, urb
an (
10, 1
2, 1
6)G
roup
5:
Eur
opea
n-A
mer
ican
, sub
urba
n (1
1, 1
3, 1
4, 1
5, 1
7, 1
8)
Ch
ildre
n’s
Cu
ltu
re18
Teac
hers
of
colo
r ar
e re
pres
ente
d in
the
firs
t thr
ee g
roup
s. T
he m
ajor
ity
ofth
ese
teac
hers
, 78%
, liv
ed in
Phi
lade
lphi
a. O
ne-t
hird
of
the
Eur
opea
n-A
mer
ican
teac
hers
live
d in
the
city
; the
maj
orit
y liv
ed in
sub
urba
n co
mm
unit
ies
surr
ound
ing
the
city
. T
he te
ache
rs in
Gro
up 1
live
d in
the
sam
e ty
pes
of c
omm
unit
ies
as th
eir
stud
ents
and
sha
red
a cu
ltur
al h
erit
age
that
was
mos
t sim
ilar
to th
eir
stud
ents
.
Meth
od
19
Nex
t, w
e lo
oked
for
sim
ilar
itie
s an
d di
ffer
ence
s in
the
way
s te
ache
rs a
cros
s th
edi
ffer
ent g
roup
s re
spon
ded
to th
e su
rvey
que
stio
ns.
Two
prim
ary
them
es s
urfa
ced
inth
e w
riti
ng:
1) v
alue
judg
men
ts a
bout
cul
ture
(ne
gativ
e, p
osit
ive,
neu
tral
) an
d 2)
spec
ific
cat
egor
ies
of d
escr
ipti
ons
abou
t cul
ture
(ec
onom
ic, r
acia
l, re
ligi
ous,
beh
av-
iors
, val
ues,
etc
). W
e th
en lo
oked
to s
ee if
par
ticu
lar
type
s of
des
crip
tion
s te
nded
tooc
cur
wit
hin
the
part
icul
ar c
ultu
ral g
roup
s. W
e al
so n
oted
aty
pica
l res
pons
es w
ithi
nea
ch c
ultu
ral g
roup
.E
ight
of
the
teac
hers
we
surv
eyed
agr
eed
to b
e in
terv
iew
ed. W
e as
ked
teac
hers
to d
escr
ibe
thei
r cu
ltur
e an
d th
eir
stud
ents
’ cu
ltur
e (i
nclu
ding
stu
dent
s’ la
ngua
ge).
We
also
invi
ted
teac
hers
to ta
lk a
bout
the
way
s th
eir
teac
hing
was
info
rmed
by
thei
run
ders
tand
ings
of
chil
dren
’s c
ultu
re. T
he in
terv
iew
s al
low
ed u
s to
exp
lore
teac
hers
’re
ason
s fo
r de
scri
bing
chi
ldre
n in
spe
cifi
c w
ays.
We
also
ask
ed te
ache
rs to
tell
us
abou
t whe
ther
they
fel
t the
y ha
d be
en e
ffec
tive
wit
h st
uden
ts d
urin
g th
e pa
st y
ear.
Of
thos
e w
e in
terv
iew
ed, t
hree
wer
e A
fric
an-A
mer
ican
wom
en, f
our
wer
e E
uro-
pean
-Am
eric
an (
one
man
and
thre
e w
omen
), a
nd o
ne te
ache
r de
scri
bed
hers
elf
asW
est I
ndia
n-A
mer
ican
.A
ll b
ut o
ne o
f th
e E
urop
ean-
Am
eric
ans
had
less
than
thre
e ye
ars
of te
achi
ngex
peri
ence
, and
eac
h of
thes
e te
ache
rs s
aid
they
had
a d
iffi
cult
tim
e m
anag
ing
thei
rcl
assr
oom
s an
d te
achi
ng e
ffec
tivel
y. A
mon
g th
is g
roup
was
a f
irst
-yea
r te
ache
r w
hoha
d a
very
dif
ficu
lt ti
me
adju
stin
g to
the
scho
ol a
nd a
lmos
t qui
t thr
ee m
onth
s in
toth
e jo
b. I
n th
e fa
ll, s
he h
ad ta
ken
a gr
adua
te c
ours
e th
at s
tres
sed
anti
-rac
ist p
eda-
gogy
and
the
valu
e of
und
erst
andi
ng c
hild
ren’
s cu
ltur
e. T
his
teac
her
rece
ntly
deci
ded
to r
emai
n at
the
scho
ol f
or a
noth
er y
ear,
attr
ibut
ing
her
impr
oved
att
itud
e to
a va
riet
y of
fac
tors
, inc
ludi
ng g
etti
ng o
ne o
f he
r m
ost d
isru
ptiv
e st
uden
ts p
lace
d in
an e
mot
iona
l sup
port
cla
ssro
om, d
ecid
ing
to h
andl
e al
l of
the
disc
ipli
nary
issu
eshe
rsel
f ra
ther
than
rel
ying
on
the
scho
ol to
dis
pens
e de
tent
ions
and
cal
l par
ents
, and
orga
nizi
ng in
form
al lu
nche
s w
ith
som
e of
her
stu
dent
s. A
mon
g th
ose
we
inte
r-vi
ewed
, she
was
the
only
Eur
opea
n-A
mer
ican
teac
her
who
live
d in
the
city
.A
ll th
ree
of th
e A
fric
an-A
mer
ican
teac
hers
who
wer
e in
terv
iew
ed li
ved
in th
eci
ty a
nd h
ad ta
ught
in th
e sc
hool
for
an
aver
age
of s
even
yea
rs.
The
y re
port
ed th
eyen
joye
d te
achi
ng, b
ut th
ere
wer
e se
vera
l cha
llen
ges
they
had
to d
eal w
ith
to b
esu
cces
sful
. T
he te
ache
r w
ho a
ffil
iate
d as
a W
est I
ndia
n-A
mer
ican
had
take
n se
vera
lgr
adua
te c
ours
es in
the
area
of
lite
racy
inst
ruct
ion
and
said
she
wou
ld a
ttai
n he
rre
adin
g sp
ecia
list
cer
tifi
cati
on w
ithi
n th
e ye
ar.
She
sai
d sh
e ha
d be
com
e ve
ryco
nfid
ent i
n te
achi
ng c
hild
ren
to r
ead
and
wri
te o
ver
the
last
few
yea
rs.
We
com
pare
d th
e in
terv
iew
sta
tem
ents
wit
h th
e su
rvey
sta
tem
ents
, loo
king
for
cons
iste
ncie
s an
d di
scre
panc
ies
betw
een
thes
e da
ta s
ets.
Ove
rall
, the
re w
as a
hig
hde
gree
of
over
lap
betw
een
surv
ey a
nd in
terv
iew
dat
a; b
ut th
e in
terv
iew
s yi
elde
dad
diti
onal
info
rmat
ion
abou
t tea
cher
s’ in
terp
reta
tion
s of
chi
ldre
n’s
cult
ure
that
wer
eno
t cap
ture
d in
the
surv
eys.
Fro
m th
is a
naly
sis,
we
gene
rate
d se
vera
l ass
erti
ons
abou
t tea
cher
s’ p
erce
ptio
ns o
f ho
w th
ey s
ee c
hild
ren’
s cu
ltur
e an
d w
hat t
hey
do w
ith
this
info
rmat
ion.
Ch
ildre
n’s
Cu
ltu
re
20C
hild
ren
’s C
ultu
re
Fin
din
gs
Des
crib
ing
Chi
ldre
n’s
Cul
ture
Teac
hers
’ des
crip
tion
s of
chi
ldre
n’s
cult
ure
alig
ned
wit
h ei
ther
a “
defi
cit”
emph
asis
or
a “d
escr
iptiv
e” e
mph
asis
. Tea
cher
s w
ho a
ffil
iate
d w
ith
part
icul
arcu
ltur
al g
roup
s te
nded
to d
escr
ibe
chil
dren
’s c
ultu
re in
sim
ilar
way
s. M
ost o
f th
ete
ache
rs in
Gro
up 5
(E
urop
ean-
Am
eric
an, s
ubur
ban)
and
Gro
up 3
(W
est I
ndia
n-A
mer
ican
/Mix
ed E
thni
c) f
ram
ed th
eir
desc
ript
ions
of
chil
dren
’s c
ultu
re a
roun
d w
hat
the
youn
gste
rs la
cked
wit
h re
spec
t to
the
dom
inan
t cul
ture
. The
se te
ache
rs e
mph
a-si
zed
pove
rty
and
non-
trad
itio
nal f
amil
y st
ruct
ures
as
fact
ors
that
pla
yed
a si
gnif
i-ca
nt r
ole
in c
hild
ren’
s ou
t-of
-sch
ool l
ives
. E
xam
ples
incl
ude:
Poor
, low
er s
ocio
econ
omic
, lac
k of
sta
bilit
y an
d st
ruct
ure,
littl
e qu
ality
tim
ew
ith p
aren
ts.
Urb
an, r
ough
nei
ghbo
rhoo
d, p
rior
itie
s no
t the
re f
ully
for
jobs
/edu
cati
on,
clos
e fa
mil
ies,
lack
of
resp
onsi
bili
ty f
or s
ome.
Afr
ican
-Am
eric
an, l
ower
soc
ioec
onom
ic ti
er, m
any
sing
le-p
aren
t fam
ilie
s.
One
Eur
opea
n-A
mer
ican
teac
her,
a tw
enty
-fiv
e ye
ar v
eter
an o
f th
e sc
hool
,de
scri
bed
chil
dren
’s c
ultu
re a
s be
ing
oppo
siti
onal
to s
choo
l suc
cess
pri
mar
ilybe
caus
e pa
rent
s’ b
ehav
iors
sig
nale
d th
ey d
id n
ot p
rior
itiz
e sc
hool
.
The
re’s
a to
tal l
ack
of p
aren
t sup
port
wit
h th
ese
kids
. I
can’
t bel
ieve
that
som
ere
port
car
ds s
till
sit
in th
e m
ailb
oxes
bec
ause
they
don
’t b
othe
r to
pic
k th
em u
p.S
choo
l is
a lo
w p
rior
ity
for
them
. H
ow d
o yo
u ex
plai
n th
at th
ey h
ave
all t
hela
test
clo
thin
g an
d sn
eake
rs a
nd v
ideo
gam
es, b
ut th
ey d
on’t
mak
e ki
ds d
o th
eir
hom
ewor
k? S
choo
l is
mor
e of
a b
abys
itti
ng s
ervi
ce to
thes
e pa
rent
s. I
t’s
not
real
ly a
bout
lear
ning
.
Oth
er d
efic
it-or
ient
ed d
escr
iptio
ns fo
cuse
d on
the
soci
al b
ehav
iors
that
they
per
ceiv
ed a
sde
vian
t. C
hild
ren’
s in
abili
ty to
get
alo
ng w
ell w
ith th
eir p
eers
was
see
n as
a d
efin
ing
char
acte
rist
ic o
f th
ese
chil
dren
’s c
ultu
re.
How
wou
ld I
des
crib
e ki
ds’ c
ultu
re?
The
y’re
agg
ress
ive,
and
they
hav
e a
hard
time
expr
essi
ng th
emse
lves
or r
elat
ing
to e
ach
othe
r. T
hey
don’
t hav
e ap
prop
riat
ew
ays
of s
olvi
ng p
robl
ems.
The
se k
ids
are
anti
soci
al, c
omba
tive,
and
agg
ress
ive.
The
y do
n’t g
et a
long
wit
hea
ch o
ther
and
are
con
stan
tly
nit p
icki
ng.
All
of
thei
r co
ping
ski
lls
are
the
sam
e. W
hen
they
don
’t li
ke s
omet
hing
they
cry
, the
y w
hine
, the
y co
mpl
ain,
and
they
fig
ht e
ach
othe
r. T
his
does
n’t h
appe
n w
ith
the
Kor
ean
chil
d or
the
Lat
ino
chil
d w
ho [
is]
also
in m
y cl
ass.
The
Eur
opea
n-A
mer
ican
teac
hers
who
live
d in
the
city
tend
ed to
em
phas
ize
“dif
fere
nces
” be
twee
n th
emse
lves
and
thei
r st
uden
ts b
ut d
id n
ot c
laim
that
chi
ldre
n’s
21C
hild
ren
’s C
ultu
re
cult
ure
was
infe
rior
to th
eirs
. Fo
r in
stan
ce, t
he te
ache
r w
ho h
ad ta
ken
a gr
adua
teco
urse
in c
ultu
ral s
tudi
es e
mph
asiz
ed h
ow c
hild
ren’
s cu
ltur
e w
as s
hape
d by
thei
rim
med
iate
nei
ghbo
rhoo
d. N
ote
how
she
use
s th
e w
ord
diffe
rent
to d
escr
ibe
chil
dren
’s c
ultu
re:
It’s
a n
eigh
borh
ood
cult
ure.
Eve
ryth
ing
that
they
do
and
talk
abo
ut is
rel
ated
toth
is n
eigh
borh
ood.
The
thin
g is
, the
y fi
ght (
wit
h ea
ch o
ther
) on
e da
y an
d th
enth
ey m
ake
frie
nds
the
next
day
. T
hey
are
so q
uick
to ju
dge
each
oth
er a
nd th
eyre
act i
nsta
ntly
. It
’s s
uch
a di
ffer
ent w
ay o
f rel
atin
g to
peo
ple
than
wha
t I’m
use
d to
.
The
Afr
ican
-Am
eric
an te
ache
rs (
Gro
ups
1 an
d 2)
and
som
e of
the
Eur
opea
n-A
mer
ican
uni
form
ly e
mph
asiz
ed a
des
crip
tive
view
of
cult
ure
that
incl
uded
spe
cifi
cla
ngua
ge a
bout
som
e of
the
dive
rgen
t bel
iefs
, pra
ctic
es, a
nd r
elat
ions
hips
am
ong
diff
eren
t fam
ilie
s in
the
cont
ext o
f th
eir
soci
al c
omm
unit
ies.
Gen
eral
ly, A
fric
an-
Am
eric
an te
ache
rs r
ecog
nize
d su
b-cu
ltur
es w
ithi
n th
e ca
tego
ry “
Afr
ican
-Am
eric
an,”
whe
reas
the
Eur
opea
n-A
mer
ican
teac
hers
did
not
. T
he f
ollo
win
g co
mm
ent w
asty
pica
l: “
The
kid
s ar
e m
ostl
y A
fric
an-A
mer
ican
and
Chr
isti
an, w
ith
a fe
w H
ispa
n-ic
s, A
fric
ans,
and
Mus
lim
s m
ixed
in.”
Sim
ilar
ly, t
he E
urop
ean-
Am
eric
an te
ache
rsliv
ing
in th
e ci
ty d
iscu
ssed
rel
igio
us d
iver
sity
wit
hin
the
com
mun
ity,
suc
h as
the
foll
owin
g: “
(The
re is
a)
vari
ety
amon
g A
fric
an-A
mer
ican
rel
igio
ns (
Mus
lim
,Je
hova
h’s
Wit
ness
es, C
hris
tian
s).”
Mos
t of
the
Afr
ican
-Am
eric
an te
ache
rs f
elt m
usic
was
a k
ey c
ompo
nent
of
thei
rst
uden
ts’ c
ultu
re.
The
fol
low
ing
com
men
ts w
ere
typi
cal o
f th
is g
roup
of
teac
hers
:
I w
ould
des
crib
e th
eir
cult
ure
as u
rban
, Hip
Hop
. T
hey
are
into
the
late
st f
ads
incl
udin
g m
usic
. T
hey
love
to s
ocia
lize
.
I am
aw
are
of m
y st
uden
ts’ c
loth
ing,
mus
ic, r
elig
ion,
foo
ds, a
nd s
peec
h.T
hey’
re in
to H
ip H
op.
Thr
ee o
f th
ese
teac
hers
in G
roup
s 1
and
2 in
clud
ed th
e ph
rase
“H
ip H
op,”
tode
scri
be c
hild
ren’
s cu
ltur
e. T
his
desc
ript
or a
ppli
ed to
mor
e th
an ju
st a
mus
ical
styl
e; it
ref
erre
d to
asp
ects
of
dres
s an
d la
ngua
ge u
se.
One
teac
her
indi
cate
d th
atpa
rt o
f th
e H
ip H
op c
ultu
re is
to b
e se
en, a
nd s
he d
escr
ibed
her
six
th-g
rade
rs a
slo
ving
the
spot
ligh
t. A
fric
an-A
mer
ican
teac
hers
als
o te
nded
to e
mph
asiz
e ch
ildr
en’s
soci
abil
ity
as a
pos
itiv
e ch
arac
teri
stic
.W
hile
Afr
ican
-Am
eric
an te
ache
rs d
id n
ot d
escr
ibe
chil
dren
fro
m th
e pe
rspe
ctiv
eof
soc
ial
or e
cono
mic
pat
holo
gy, s
ome
judg
ed c
hild
ren’
s si
tuat
ions
as
bein
gun
fort
unat
e or
und
esir
able
.
The
re’s
a m
ixtu
re o
f fa
mil
ies
and
exte
nded
fam
ilie
s, b
ut s
ome
kids
are
rai
sing
them
selv
es.
It’s
sad
.
Man
y ea
t fas
t foo
d be
caus
e th
eir
pare
nts
wor
k so
they
don
’t h
ave
tim
e to
mak
edi
nner
. I
thin
k th
at’s
hor
ribl
e.
One
teac
her
used
the
term
trag
ic to
des
crib
e si
tuat
ions
in w
hich
car
egiv
ers
are
not a
ble
to d
o th
ings
that
wou
ld p
rom
ote
chil
dren
’s s
ucce
ss in
sch
ool (
prov
idin
g
22C
hild
ren
’s C
ultu
re
cons
iste
nt s
uper
visi
on a
fter
sch
ool,
help
ing
chil
dren
wit
h ho
mew
ork,
pro
vidi
nghe
alth
y m
eals
). F
inal
ly, o
ne o
f th
e A
fric
an-A
mer
ican
teac
hers
des
crib
ed h
er s
tu-
dent
s’ c
ultu
re in
term
s of
stu
dent
s’ a
bili
ty to
take
ris
ks.
She
not
ed:
“The
y ar
ew
illi
ng to
try
new
thin
gs, b
ut m
any
need
a p
ush.
The
y ne
ed s
truc
ture
but
wit
hfl
exib
ilit
y.”
The
se f
indi
ngs
show
that
teac
hers
’ des
crip
tion
s of
chi
ldre
n’s
cult
ure
wer
edi
scre
pant
. Eur
opea
n-A
mer
ican
, sub
urba
n te
ache
rs te
nded
to ju
dge
chil
dren
’scu
ltur
e in
def
icit
term
s fo
cusi
ng p
rim
aril
y on
thei
r hi
gh-p
over
ty s
tatu
s, th
eir
dys-
func
tion
al f
amil
y st
ruct
ures
, and
thei
r co
nfro
ntat
iona
l soc
ial b
ehav
ior.
Afr
ican
-A
mer
ican
teac
hers
tend
ed to
em
phas
ize
chil
dren
’s e
thni
c/re
ligi
ous,
thei
r m
usic
and
dres
s pr
efer
ence
s, a
nd th
eir
penc
hant
for
soc
iali
zing
. T
his
divi
sion
in w
ays
ofse
eing
chi
ldre
n’s
cult
ure
did
not c
lear
ly a
lign
wit
h te
ache
rs’ c
ultu
ral o
rien
tati
ons,
as
a fe
w E
urop
ean-
Am
eric
an te
ache
rs w
ho li
ved
in th
e ci
ty d
escr
ibed
chi
ldre
n in
way
ssi
mil
ar to
the
Afr
ican
-Am
eric
an te
ache
rs.
The
ir d
escr
ipti
ons,
how
ever
, wer
e li
mit
edan
d ad
dres
sed
only
rac
ial/
ethn
ic/r
elig
ious
div
ersi
ty o
f th
eir
stud
ents
. T
he o
ther
exce
ptio
n w
as th
e W
est I
ndia
n-A
mer
ican
teac
her
who
se d
efic
it-o
rien
ted
view
s of
chil
dren
’s c
ultu
re a
lign
ed m
ore
wit
h th
ose
of th
e E
urop
ean-
Am
eric
ans.
Usi
ng I
nfor
mat
ion
abou
t Stu
dent
s’ L
ives
and
Cul
ture
in T
each
ing
Mos
t tea
cher
s st
ated
they
use
d in
form
atio
n ab
out t
heir
stu
dent
s’ li
fest
yles
and
cult
ure
in th
eir
less
on p
lann
ing
to s
ome
capa
city
. A
fric
an-A
mer
ican
teac
hers
sta
ted
they
inco
rpor
ated
cul
tura
l con
tent
into
thei
r le
sson
s. T
hree
wro
te a
bout
the
spec
ific
way
s in
whi
ch th
ey d
o th
is:
We
sing
son
gs a
nd ta
lk a
bout
thei
r fa
mily
. T
hey
tell
me
abou
t the
ir h
omes
and
expe
rien
ces.
In S
ocia
l Stu
dies
if a
stu
dent
is f
rom
the
Wes
t Ind
ies,
we’
ll d
iscu
ss th
at, a
ndha
ve a
par
ent m
ake
a di
sh f
rom
that
cul
ture
, fin
d it
on
a m
ap, (
disc
uss)
clo
thes
,dr
essi
ng, e
tc.
Whe
n I
have
stu
dent
s of
dif
fere
nt c
ultu
res
in m
y cl
assr
oom
, I t
ry t
o fi
ndcu
rric
ulum
that
add
ress
es a
par
ticu
lar
cult
ure
in o
rder
to e
xpos
e ot
her
stud
ents
to e
ach
othe
r’s
cultu
re a
s w
ell a
s he
lp th
em b
ecom
e m
ore
fam
iliar
with
thei
r ow
n.
Oth
er A
fric
an-A
mer
ican
teac
hers
agr
eed
they
inte
grat
ed c
ultu
ral k
now
ledg
ein
to le
sson
s al
thou
gh th
ey w
ere
som
ewha
t vag
ue a
bout
how
they
did
this
. One
teac
her
stat
ed, “
(I f
ind)
way
s to
con
nect
less
ons
to r
eal-
life
exp
erie
nces
, mea
ning
ful
exam
ples
to g
ain
(chi
ldre
n’s)
inte
rest
.”O
ne o
f th
e te
ache
rs in
Gro
up 3
who
des
crib
ed h
er c
ultu
ral a
ffil
iati
on a
s m
ulti
-et
hnic
and
one
Eur
opea
n-A
mer
ican
(su
burb
an)
stat
ed th
ey d
id n
ot in
tegr
ate
cult
ural
unde
rsta
ndin
gs in
to th
eir
less
ons
at a
ll.
The
Eur
opea
n-A
mer
ican
teac
her
stat
ed s
hedi
d no
t use
info
rmat
ion
abou
t chi
ldre
n’s
cult
ure
in h
er le
sson
s be
caus
e sh
e fe
lt th
ere
was
no
room
in th
e st
ruct
ured
cur
ricu
lum
to in
tegr
ate
this
mat
eria
l.A
mon
g th
e re
mai
ning
Eur
opea
n-A
mer
ican
teac
hers
, fou
r rep
orte
d th
ey e
ncou
rage
dch
ildr
en to
rel
ate
thei
r liv
es to
con
cept
s le
arne
d in
sch
ool b
ut w
ere
vagu
e ab
out h
ow
they
did
this
. T
hree
of
the
Eur
opea
n-A
mer
ican
(su
burb
an)
teac
hers
indi
cate
d th
eyfo
cuse
d on
chi
ldre
n’s
cult
ure
duri
ng B
lack
His
tory
Mon
th.
Des
crip
tions
of
Chi
ldre
n’s
Ora
l and
Wri
tten
Lan
guag
e
Teac
hers
’ res
pons
es to
this
que
stio
n su
gges
t tha
t man
y te
ache
rs, r
egar
dles
s of
thei
r cu
ltur
al o
rien
tati
on, v
iew
ed c
hild
ren’
s la
ngua
ge f
rom
a d
efic
it p
ersp
ectiv
e.Fo
ur o
f th
e 18
res
pond
ers
did
not d
escr
ibe
chil
dren
’s o
ral a
nd w
ritt
en la
ngua
ge, s
oth
ese
resp
onse
s w
ere
cons
ider
ed in
valid
. Tw
elve
of t
he re
mai
ning
14
teac
hers
des
crib
edth
eir
stud
ents
’ ora
l and
wri
tten
lang
uage
usi
ng w
ords
suc
h as
sla
ng, p
rofa
ne, i
ncor
-re
ct, i
mpr
oper
, bro
ken
Eng
lish
. B
elow
are
exa
mpl
es f
rom
bot
h A
fric
an-A
mer
ican
(Tea
cher
s 4
and
5) a
nd E
urop
ean-
Am
eric
an te
ache
rs (
Teac
hers
14
and
15):
Wri
tten
and
ora
l lan
guag
e is
sla
ng. (
Teac
her
4)
A lo
t of
our
stud
ents
spe
ak s
lang
and
not
a lo
t of
Sta
ndar
d E
ngli
sh. (
Teac
her
5)
Not
all
lang
uage
is p
rope
r. (T
each
er 1
4)
Inne
r ci
ty B
lack
ling
o. (
Teac
her
15)
Sur
vey
data
indi
cate
d th
at m
ost o
f th
e te
ache
rs, a
cros
s th
e gr
oups
, fra
med
chil
dren
’s la
ngua
ge a
s de
fici
ent.
Thr
ee o
f th
e te
ache
rs w
ho w
ere
inte
rvie
wed
,ho
wev
er—
one
Eur
opea
n-A
mer
ican
and
two
Afr
ican
-Am
eric
ans—
desc
ribe
dch
ildr
en’s
lang
uage
usi
ng n
eutr
al te
rms.
One
of
the
teac
hers
in th
e la
tter
gro
upde
scri
bed
chil
dren
’s la
ngua
ge a
s w
hat i
t is
not—
stan
dard
; yet
, she
des
crib
ed it
sst
ruct
ural
con
sist
enci
es a
nd n
oted
that
teac
hers
nee
d to
und
erst
and
chil
dren
’s w
ays
of e
xpre
ssin
g th
emse
lves
and
to g
uide
chi
ldre
n in
thei
r us
e of
lang
uage
:
The
ir la
ngua
ge is
less
for
mal
. It
doe
sn’t
con
form
to s
tand
ard
lang
uage
, but
it d
oes
have
a n
orm
of
its
own.
The
re a
re g
uide
line
s (a
bout
usi
ng la
ngua
ge)
that
we
need
to k
now
. T
hey
are
libe
ral w
ith
thei
r la
ngua
ge.
Cer
tain
wor
ds th
at a
reac
cept
able
at h
ome
or in
thei
r ne
ighb
orho
ods
are
not a
ccep
tabl
e in
sch
ool,
and
they
nee
d to
lear
n th
at.
The
Eur
opea
n-A
mer
ican
teac
her
who
had
take
n th
e cu
ltur
al d
iver
sity
cou
rse
com
men
ted
that
her
stu
dent
s’ w
ritt
en la
ngua
ge im
prov
es a
s th
e ye
ar p
rogr
esse
s.O
vera
ll, th
ough
, the
se d
ata
reve
al th
e te
nden
cy to
fram
e ch
ildre
n’s
lang
uage
neg
ativ
ely,
mos
t poi
ntin
g ou
t the
way
s in
whi
ch it
div
erge
s fr
om S
tand
ard
Eng
lish
.
Way
s of
Hel
ping
Chi
ldre
n A
cqui
re S
tand
ard
Eng
lish
Res
pons
es to
this
fin
al q
uest
ion
sugg
est t
hat t
each
ers
had
very
dis
tinc
t tea
chin
gst
yles
in th
e ar
ea o
f he
lpin
g ch
ildr
en a
cqui
re S
tand
ard
Eng
lish
. B
ased
on
the
surv
eys,
six
of
the
nine
Eur
opea
n-A
mer
ican
teac
hers
indi
cate
d th
ey ta
ught
Sta
ndar
dE
ngli
sh u
sing
pri
nt:
“(I
use
) li
tera
ture
, pra
ctic
e an
d co
rrec
tion
s, w
ord
wal
ls,
‘sen
tenc
e of
the
day’
gra
mm
ar w
ork.
” M
ost o
f the
Afr
ican
-Am
eric
an te
ache
rs, h
owev
er,
23C
hild
ren
’s C
ultu
re
24C
hild
ren
’s C
ultu
re
indi
cate
d th
ey m
odel
ed S
tand
ard
Eng
lish
and
corr
ecte
d st
uden
ts in
con
vers
atio
nal
situ
atio
ns. T
he fo
llow
ing
exam
ples
typi
fy th
e ap
proa
ch u
sed
by th
ese
teac
hers
:
Som
etim
es I
cor
rect
them
whe
n th
ey s
peak
or
ask
a qu
esti
on.
Spe
akin
g S
tand
ard
Eng
lish
(m
odel
ing)
; exp
osin
g th
em to
var
ious
exa
mpl
esof
Sta
ndar
d E
ngli
sh b
eing
spo
ken.
I he
lp m
y st
uden
ts b
y m
odel
ing
and
mak
ing
them
fee
l com
fort
able
.
The
res
ults
indi
cate
that
Afr
ican
-Am
eric
an te
ache
rs te
nded
to h
elp
chil
dren
acqu
ire
Sta
ndar
d E
ngli
sh th
roug
h sp
onta
neou
s, in
form
al, a
nd v
erba
l int
erac
tion
s.W
hat i
s no
t rev
eale
d in
thes
e da
ta (
and
beyo
nd th
e sc
ope
of th
is a
rtic
le)
is th
edi
vers
ity
of a
ppro
ache
s te
ache
rs u
sed
to d
o th
is a
nd h
ow c
hild
ren
reac
t to
thes
eap
proa
ches
. Fo
r ex
ampl
e, th
ere
coul
d be
maj
or d
iffe
renc
es b
etw
een
the
appr
oach
esus
ed b
y th
ese
teac
hers
. H
avin
g on
e’s
spee
ch c
orre
cted
by
a te
ache
r m
ight
be
hum
ilia
ting
or
wel
com
ing,
dep
endi
ng o
n th
e re
lati
onsh
ip th
e te
ache
r ha
s es
tabl
ishe
dw
ith
the
chil
d, th
e ty
pe o
f le
arni
ng c
omm
unit
y th
at h
as b
een
esta
blis
hed
in th
ecl
assr
oom
, and
how
pri
vate
the
inte
ract
ion
is.
Act
ual o
bser
vati
ons
in th
e cl
assr
oom
wou
ld m
ore
clea
rly
reve
al th
e im
pact
of
vari
ous
appr
oach
es to
war
d he
lpin
g ch
ildr
enac
quir
e S
tand
ard
Eng
lish
.
Dis
cu
ssio
n a
nd
Im
plicati
on
s
The
goa
l of
the
stud
y w
as to
det
erm
ine
teac
hers
’ per
cept
ions
abo
ut c
hild
ren’
scu
ltur
e—sp
ecif
ical
ly th
eir
lang
uage
—an
d to
exp
lore
link
s be
twee
n th
ese
view
s an
dth
e te
ache
rs’ o
wn
cult
ural
bac
kgro
unds
. The
dis
tinc
tion
s be
twee
n th
e di
ffer
ent
teac
her
grou
ps a
re n
otew
orth
y. T
each
ers
who
sha
red
a cu
ltur
al h
erit
age
wit
h th
eir
stud
ents
and
the
few
who
did
not
sha
re a
com
mon
anc
estr
al h
erit
age,
but
who
live
din
the
city
, ten
ded
to v
iew
chi
ldre
n’s
cult
ure
in te
rms
of v
arie
d ex
peri
ence
s. T
hese
teac
hers
tend
ed to
des
crib
e ch
ildr
en in
term
s of
thei
r re
ligi
ous
affi
liat
ion
(Isl
am,
Chr
isti
an, J
ehov
ah’s
Wit
ness
es),
thei
r st
yle
pref
eren
ces
(Hip
Hop
, sty
le o
f dr
ess)
,an
d th
eir
fond
ness
for
soc
iali
zing
. In
cont
rast
, man
y E
urop
ean-
Am
eric
an te
ache
rsvi
ewed
chi
ldre
n’s
cult
ure
as p
atho
logy
: C
hild
ren
cam
e fr
om f
amil
ies
that
lack
edm
oney
, edu
cati
on, a
nd s
tabi
lity
. T
he c
omm
ents
mad
e by
the
Wes
t Ind
ian-
Am
eric
ante
ache
r an
d th
e te
ache
r w
ho d
escr
ibed
her
self
as
“mul
ti-e
thni
c” a
lso
alig
ned
wit
h a
defi
cit e
mph
asis
.N
earl
y al
l tea
cher
s ac
ross
the
cult
ural
gro
ups
view
ed c
hild
ren’
s la
ngua
ge a
ssu
bsta
ndar
d, a
ltho
ugh
Afr
ican
-Am
eric
an te
ache
rs te
nded
to f
ocus
mor
e on
chil
dren
’s d
iffi
cult
ies
wri
ting
in S
tand
ard
Eng
lish
. W
hile
mos
t tea
cher
s ju
dged
chil
dren
’s la
ngua
ge a
ccor
ding
to it
s de
viat
ion
from
Sta
ndar
d E
ngli
sh, w
e fo
und
diff
eren
ces
betw
een
thes
e gr
oups
of
teac
hers
in h
ow th
ey h
elpe
d ch
ildr
en a
cqui
reS
tand
ard
Eng
lish
. A
fric
an-A
mer
ican
teac
hers
tend
ed to
teac
h S
tand
ard
Eng
lish
thro
ugh
oral
com
mun
icat
ion,
whi
le th
e E
urop
ean-
Am
eric
an te
ache
rs te
nded
tout
iliz
e pr
int a
s a
teac
hing
tool
to h
elp
chil
dren
acq
uire
Sta
ndar
d E
ngli
sh.
In th
is d
iscu
ssio
n, w
e fo
cus
on h
ow th
ese
find
ings
are
rel
evan
t to
the
wor
k of
teac
hing
in th
is c
omm
unit
y an
d ho
w th
ey c
an b
e us
ed to
info
rm te
achi
ng a
nd te
ache
r
25C
hild
ren
’s C
ultu
re
educ
atio
n. F
irst
, we
deal
wit
h th
e is
sue
of d
efic
it-o
rien
ted
pers
pect
ives
of
chil
dren
’scu
ltur
e. T
his
stan
ce to
war
d ch
ildr
en h
as b
een
link
ed to
chi
ldre
n’s
dise
ngag
emen
tfr
om s
choo
l (D
elpi
t & D
owdy
, 200
3).
Thi
s w
ay o
f de
scri
bing
chi
ldre
n’s
cult
ure
was
clea
rly
pres
ent i
n th
e la
ngua
ge o
f so
me
teac
hers
, esp
ecia
lly
thos
e w
ho p
rese
nted
them
selv
es a
s cu
ltur
al o
utsi
ders
wit
h re
spec
t to
thei
r st
uden
ts.
We
cann
ot m
ake
asse
rtio
ns a
bout
teac
hers
’ eff
ectiv
enes
s in
rel
atio
n to
thei
rde
scri
ptio
ns o
f ch
ildr
en’s
cul
tura
l sen
sitiv
ity.
Dat
a on
teac
hers
’ pra
ctic
es a
ndch
ildr
en’s
ach
ieve
men
t wou
ld n
eed
to b
e co
llec
ted
and
anal
yzed
to m
ake
any
clai
ms
conc
erni
ng te
ache
r ef
fect
iven
ess.
Som
e of
our
fin
ding
s, h
owev
er, r
aise
que
stio
nsab
out t
he r
elat
ions
hip
betw
een
cult
ural
sen
sitiv
ity
and
teac
hing
eff
ectiv
enes
s. F
orin
stan
ce, t
he th
ree
Afr
ican
-Am
eric
an te
ache
rs w
e in
terv
iew
ed c
onsi
dere
d th
emse
lves
to b
e hi
ghly
eff
ectiv
e te
ache
rs w
ho d
escr
ibed
chi
ldre
n’s
cult
ure
in p
osit
ive
or n
eutr
alw
ays,
but
who
non
ethe
less
cas
t ele
men
ts o
f th
eir
stud
ents
’ cul
ture
as
“unf
ortu
nate
”an
d ev
en “
horr
ible
.” T
hese
com
men
ts m
ay h
ave
had
litt
le b
eari
ng o
n ho
w te
ache
rsac
tual
ly r
elat
ed to
chi
ldre
n. S
imil
arly
, the
Wes
t Ind
ian-
Am
eric
an te
ache
r w
hode
scri
bed
chil
dren
’s c
ultu
re in
def
icit
way
s co
nsid
ered
her
self
to b
e a
high
ly e
ffec
-tiv
e li
tera
cy te
ache
r. O
ne p
ossi
bili
ty is
that
she
sha
red
defi
cit-
orie
nted
vie
ws
wit
hus
, but
mai
ntai
ned
a ve
ry d
iffe
rent
sta
nce
wit
h he
r st
uden
ts.
Als
o, w
e do
not
mak
ean
y cl
aim
s ab
out w
heth
er o
r no
t the
se te
ache
rs b
elie
ved
in th
eir
stud
ents
’ inh
eren
tca
paci
ties
to a
chie
ve in
sch
ool;
our
aim
was
lim
ited
to f
indi
ng o
ut h
ow te
ache
rspe
rcei
ved
chil
dren
’s c
ultu
re.
It is
ent
irel
y po
ssib
le th
at th
ey h
eld
high
exp
ecta
tion
sfo
r th
eir
stud
ents
’ ac
adem
ic p
oten
tial
.W
hat w
e ca
n as
sert
wit
h co
nfid
ence
is th
at d
efic
it-o
rien
ted
perc
epti
ons
abou
tth
e cu
ltur
e of
Afr
ican
-Am
eric
an c
hild
ren
in o
ne u
rban
sch
ool c
onti
nue
to e
xist
and
coul
d po
tent
iall
y be
a s
ourc
e of
con
flic
t bet
wee
n te
ache
rs a
nd th
eir
stud
ents
. A
tis
sue
here
is th
e no
tion
of
cult
ure
as a
pri
mar
y di
men
sion
of
one’
s pe
rson
hood
. O
neob
viou
s im
plic
atio
n is
the
need
to c
onfr
ont d
efic
it-o
rien
ted
perc
epti
ons
of c
hild
ren’
scu
ltur
e an
d la
ngua
ge, a
nd c
hall
enge
the
ster
eoty
pes
that
und
erli
e th
ese
perc
epti
ons.
Pro
fess
iona
l dev
elop
men
t pro
gram
s th
at c
hall
enge
ste
reot
ypes
of
chil
dren
and
thei
rco
mm
unit
ies
need
to b
e cr
itic
al, i
nqui
ry-b
ased
, and
con
tinu
ous
(Coc
hran
-Sm
ith,
2004
). S
tudy
ing
cult
ural
div
ersi
ty, i
nclu
ding
issu
es o
f id
enti
ty d
evel
opm
ent,
the
natu
re o
f ra
cism
and
pre
judi
ce, a
nd th
e hi
stor
y, v
alue
s, a
nd p
erce
ptio
ns o
f di
vers
egr
oups
of
peop
le, h
as h
elpe
d pr
eser
vice
teac
hers
bec
ome
mor
e cu
ltur
ally
sen
sitiv
e.H
owev
er, t
his
is a
long
-ter
m p
roce
ss (
Laz
ar, 2
004)
.T
here
is a
lso
a ne
ed to
enh
ance
teac
hers
’ un
ders
tand
ings
abo
ut w
hat c
onst
itut
escu
ltur
e. T
he te
ache
rs in
this
stu
dy in
terp
rete
d cu
ltur
e as
eth
nici
ty o
r ra
cial
aff
ilia
-ti
on, r
elig
ious
aff
ilia
tion
, pre
fere
nces
in m
usic
/dre
ss, a
nd w
ays
of r
elat
ing
to o
ther
s.M
ore
rece
ntly
, cul
ture
has
bee
n de
scri
bed
in m
ore
com
plex
term
s, w
ith
a fo
cus
onth
e dy
nam
ic a
nd s
hift
ing
natu
re o
f cu
ltur
e an
d th
e w
ays
diff
eren
t peo
ple
cros
s et
hnic
and
lang
uage
bor
ders
con
stan
tly a
nd th
en a
re tr
ansf
orm
ed b
y th
ese
expe
rien
ces
(Flo
rio-
Rua
ne &
McV
ee, 2
000)
. U
nder
stan
ding
the
chan
ging
and
tran
sfor
mat
ive
natu
re o
f cu
ltur
e is
impo
rtan
t for
teac
hers
if th
ey a
re to
bui
ld c
urri
culu
m a
nd in
stru
c-ti
on th
at is
ref
lect
ive
of c
hild
ren’
s ex
peri
ence
s.T
here
are
sev
eral
ave
nues
of
inqu
iry
that
can
hel
p te
ache
rs in
terr
ogat
e th
esh
ifti
ng a
nd c
ompl
ex n
atur
e of
cul
ture
and
that
par
ticu
lar
cult
ures
are
not
inhe
rent
lybe
tter
or
wor
se th
an o
ther
s. A
goo
d pl
ace
to s
tart
is e
xplo
ring
one
’s c
ultu
re a
nd h
owel
emen
ts o
f cu
ltur
e ca
n ei
ther
sub
ordi
nate
or
priv
ileg
e us
dep
endi
ng o
n th
e va
lues
of
26C
hild
ren
’s C
ultu
re
the
dom
inan
t soc
iety
(N
ieto
, 199
9). F
or in
stan
ce, o
ne c
an b
e a
wea
lthy
Iris
h-A
mer
ican
fem
ale,
Dem
ocra
t, lo
ver
of o
pera
, ath
eist
, and
lesb
ian.
Tha
t per
son
may
be
priv
ileg
ed b
y vi
rtue
of
her
whi
tene
ss a
nd a
fflu
ence
, but
she
may
be
sim
ulta
-ne
ousl
y su
bord
inat
ed in
term
s of
her
gen
der,
reli
giou
s vi
ews,
and
sex
ual o
rien
tati
on.
Thr
ough
suc
h an
exp
lora
tion
, tea
cher
s ca
n br
oade
n th
eir
view
s ab
out t
he f
luid
ity
and
com
plex
ity
of c
ultu
re.
Thi
s is
a n
eces
sary
sta
rtin
g po
int f
rom
whi
ch to
exp
lore
the
pers
pect
ives
, val
ues,
and
life
styl
es o
f ot
hers
.A
s pa
rt o
f an
exa
min
atio
n of
one
’s c
ultu
re, i
t is
impo
rtan
t to
incl
ude
an in
vest
i-ga
tion
of
one’
s li
ngui
stic
her
itag
e. M
any
of E
urop
ean-
Am
eric
an te
ache
rs w
ein
terv
iew
ed ta
lked
abo
ut th
eir
pare
nts
and
gran
dpar
ents
lear
ning
Eng
lish
dur
ing
the
imm
igra
tion
wav
e of
the
earl
y tw
enti
eth
cent
ury.
The
y ha
ve d
iffi
cult
y un
ders
tand
-in
g w
hy m
any
Afr
ican
-Am
eric
ans
in h
igh-
pove
rty
com
mun
itie
s re
sist
usi
ng S
tan-
dard
Eng
lish
, esp
ecia
lly
if it
is c
onsi
dere
d th
e ad
mis
sion
tick
et to
bet
ter-
payi
ng jo
bs.
Wha
t is
need
ed is
an
inve
stig
atio
n of
the
fact
ors
that
are
par
ticu
lar
to A
fric
an-
Am
eric
ans
who
hav
e sh
aped
thei
r or
ient
atio
n to
war
d th
e do
min
ant c
ultu
re (
Ogb
u,19
87),
incl
udin
g th
e so
cioh
isto
rica
l fac
tors
of
mar
gina
liza
tion
, soc
ial i
sola
tion
,ed
ucat
iona
l ine
qual
ity,
and
res
ista
nce
that
hav
e sh
aped
how
man
y A
fric
an-A
mer
i-ca
ns p
erce
ive
and
use
lang
uage
. A
noth
er im
port
ant a
rea
of s
tudy
is th
e hi
stor
y of
Afr
ican
-Am
eric
an v
erna
cula
r (e
very
day
spok
en la
ngua
ge)
and
its
Eur
opea
n an
dW
est-
Afr
ican
infl
uenc
es.
Stu
dies
of
the
lang
uage
rev
eal i
t is
esse
ntia
lly
gram
mat
i-ca
l. It
s st
ruct
ure
is c
onsi
sten
t acr
oss
its
spea
kers
and
is k
ey to
und
erst
andi
ng a
ndva
lida
ting
the
lang
uage
(D
elpi
t & D
owdy
, 200
3 L
abov
;197
2).
Teac
hers
als
o ne
ed to
scr
utin
ize
thei
r be
lief
s ab
out E
ngli
sh a
s pu
re a
nd in
her-
entl
y su
peri
or.
Asa
Hil
liar
d (2
002)
dis
cuss
es th
e ev
olut
ion
of E
ngli
sh a
s a
lang
uage
that
gre
w o
ut o
f ce
ntur
ies
of c
onqu
ests
. Hil
liar
d st
ates
its
com
plex
ity
is c
lear
whe
nex
amin
ing
the
Ger
man
ic, A
nglo
-Sax
on, a
nd R
oman
ce in
flue
nces
of
the
lang
uage
.T
he p
oint
is th
at th
e E
ngli
sh la
ngua
ge is
sti
ll e
volv
ing,
pro
mpt
ing
ques
tion
s ab
out
wha
t con
stit
utes
the
stan
dard
in S
tand
ard
Eng
lish
.In
the
clas
sroo
m, t
each
ers
need
to in
vite
stu
dent
s’ o
ut-o
f-sc
hool
live
s in
to th
ecl
assr
oom
. A
venu
es f
or in
quir
y in
clud
e st
udyi
ng c
hild
ren’
s po
pula
r cu
ltur
e (D
yson
,20
03),
usi
ng li
tera
ture
that
mir
rors
the
expe
rien
ces
of c
hild
ren,
invi
ting
chi
ldre
n to
wri
te a
bout
thei
r liv
es o
utsi
de o
f sc
hool
, and
hel
ping
chi
ldre
n re
late
oth
er c
onte
nt(h
isto
ry, m
athe
mat
ics,
sci
ence
) to
rea
l iss
ues
and
prob
lem
s th
at d
efin
e th
eir
loca
lco
mm
unit
y.T
he e
xtan
t res
earc
h su
ppor
ts m
akin
g cu
ltur
al s
ensi
tivit
y ed
ucat
ion
a pr
iori
ty f
ored
ucat
ors
(Del
pit,
1995
; Lad
son-
Bil
ling
s, 1
994;
Nie
to, 1
999)
, but
the
curr
ent
emph
asis
is o
n he
lpin
g ch
ildr
en p
repa
re f
or s
tand
ardi
zed
test
s—an
em
phas
is th
at is
in d
irec
t res
pons
e to
the
No
Chi
ld L
eft B
ehin
d A
ct.
Edu
cato
rs a
t uni
vers
ity
and
scho
ol d
istr
ict l
evel
s ne
ed to
wor
k m
ore
clos
ely
to p
rior
itiz
e cu
ltur
al-s
ensi
tivit
yed
ucat
ion
for
teac
hers
. R
esea
rch
that
fur
ther
just
ifie
s cu
ltur
al-s
ensi
tivit
y ed
ucat
ion
need
s to
cor
rela
te e
nhan
cem
ents
in e
duca
tors
’ cul
tura
l sen
sitiv
ity
wit
h st
uden
tac
hiev
emen
t. T
his
requ
ires
stu
dies
that
exp
lore
sev
eral
fac
tors
, inc
ludi
ng te
ache
rs’
and
adm
inis
trat
ors’
per
cept
ions
of
chil
dren
’s c
ultu
re, o
bser
vati
ons
of te
ache
rs a
ndst
uden
ts in
cla
ssro
oms,
stu
dent
s’ f
eeli
ngs
abou
t sch
ool,
and
stud
ents
’ ra
tes
ofac
adem
ic a
chie
vem
ent.
27C
hild
ren
’s C
ultu
re
Co
nclu
sio
n
Def
icit
per
spec
tives
of
chil
dren
’s c
ultu
re p
ersi
st e
ven
thou
gh it
has
bee
n re
cog-
nize
d fo
r m
ore
than
a d
ecad
e th
at c
ultu
ral s
ensi
tivit
y is
a k
ey a
ttri
bute
of
succ
essf
ulte
ache
rs o
f ch
ildr
en o
f co
lor.
In
the
curr
ent p
olit
ical
and
edu
cati
onal
cli
mat
e, is
sues
of c
ultu
ral d
iver
sity
hav
e be
en m
argi
nali
zed.
Pro
fess
iona
l dev
elop
men
t pro
gram
sne
ed to
foc
us o
n bu
ildi
ng te
ache
rs’ u
nder
stan
ding
s ab
out c
ultu
re a
nd la
ngua
ge, b
utth
is w
ill n
ot h
appe
n un
less
edu
cato
rs, p
olic
ymak
ers,
and
the
publ
ic-a
t-la
rge
are
conv
ince
d th
at c
ultu
ral s
ensi
tivit
y m
atte
rs in
sch
ool a
chie
vem
ent.
Refe
ren
ces
Au,
K. H
. (19
98).
Soc
ial c
onst
ruct
ivis
m a
nd th
e sc
hool
lite
racy
lear
ning
of
stud
ents
of d
iver
se b
ackg
roun
ds.
Jour
nal o
f Lit
erac
y R
esea
rch,
30(
2), 2
97-3
19.
Bar
atz,
S.,
& B
arat
z, J
. (1
970)
. Ear
ly c
hild
hood
inte
rven
tion
: T
he s
ocia
lsc
ienc
e ba
se o
f in
stit
utio
nal r
acis
m.
Har
vard
Edu
cati
onal
Rev
iew
, 40(
1), 2
9-50
.C
ecil
, N. L
. (19
88).
Bla
ck d
iale
ct a
nd a
cade
mic
suc
cess
: A s
tudy
of
teac
her
expe
ctat
ions
. R
eadi
ng I
mpr
ovem
ent,
25, 3
4-38
.C
ochr
an-S
mit
h, M
. (2
004)
. Wal
king
the
road
: R
ace,
div
ersi
ty, a
nd s
ocia
l jus
tice
inte
ache
r ed
ucat
ion.
New
Yor
k: T
each
ers
Col
lege
Pre
ss.
Del
pit,
L. (
1995
). O
ther
peo
ple’
s ch
ildr
en:
Cul
tura
l con
flic
t in
the
clas
sroo
m.
New
Yor
k: T
he N
ew P
ress
.D
elpi
t, L
., &
Dow
dy, J
. K. (
Eds
.).
(200
2). T
he s
kin
that
we
spea
k: T
houg
hts
onla
ngua
ge a
nd c
ultu
re in
the
clas
sroo
m.
New
Yor
k: T
he N
ew P
ress
.D
yson
, A. H
. (2
003)
. The
bro
ther
s an
d si
ster
s le
arn
to w
rite
: P
opul
ar li
tera
cies
in c
hild
hood
and
sch
ool c
ultu
res.
New
Yor
k: T
each
ers
Col
lege
Pre
ss.
Flo
rio-
Rua
ne, S
., &
McV
ee, M
. (2
000)
. Eth
nogr
aphi
c ap
proa
ches
to li
tera
cy re
sear
ch.
In M
. L. K
amil
, P. B
. Mos
enth
al, P
. D. P
ears
on, &
R. B
arr
(Eds
.). H
andb
ook
ofre
ad
ing
res
earc
h (
Vo
l. 3
, p
p.
15
3-1
62
).
Mah
wah
, N
J:
Erl
bau
m.
Hil
liar
d, A
. (2
00
2).
Lan
gu
age,
cu
ltu
re, a
nd
ass
essm
ent o
f A
fric
an-A
mer
ican
ch
ild
ren
.
In L
. D
elp
it &
J.
K.
Do
wd
y (
Ed
s.),
Th
e sk
in t
ha
t w
e sp
eak:
T
ho
ug
hts
on
la
ng
ua
ge
an
d c
ult
ure
in
th
e cl
ass
roo
m.
New
Yo
rk:
Th
e N
ew P
ress
.
Kin
g, J
. E. (
1994
). T
he p
urpo
se o
f sc
hool
ing
for A
fric
an A
mer
ican
chi
ldre
n:In
clud
ing
cult
ural
kno
wle
dge.
In
E. H
olli
ns, J
. Kin
g, a
nd W
. Hay
man
(E
ds.)
,Te
achi
ng d
iver
se p
opul
atio
ns:
Form
ulat
ing
a kn
owle
dge
base
(pp
. 25-
56).
Alb
any:
Sta
te U
nive
rsit
y of
New
Yor
k P
ress
.L
abo
v, W
. (
19
72
). S
oci
oli
ng
uis
tic
pa
tter
ns.
P
hil
adel
ph
ia:
Un
iver
sity
of
Pen
nsy
lvan
ia P
ress
.
Lad
son-B
illi
ngs,
G.
(1994).
The
dre
am
keep
ers:
Succ
essf
ul te
ach
ers
of A
fric
an-A
mer
ican
chil
dre
n.
San
Fra
nci
sco
, C
A:
Jo
ssey
-Bas
s.
Lad
son
-Bil
lin
gs,
G.
L.
(2
00
1).
Cro
ssin
g o
ver
to C
an
aa
n:
Th
e jo
urn
ey o
f n
ew
tea
cher
s in
div
erse
cla
ssro
om
s.
San
Fra
nci
sco
, C
A:
Jo
ssey
-Bas
s.
Laz
ar, A
. (2
00
4).
Lea
rnin
g to
be
lite
racy
tea
cher
s in
urb
an
sch
oo
ls:
Sto
ries
of g
row
th
an
d c
ha
ng
e.
New
ark
, D
E:
In
tern
atio
nal
Rea
din
g A
sso
ciat
ion
.
28C
hild
ren
’s C
ultu
re
Alt
hier
M. L
azar
, Ph.
D.,
is a
n A
ssoc
iate
Pro
fess
or a
t Sai
nt J
osep
h’s
Uni
vers
ity
inP
hila
delp
hia,
Pen
nsyl
vani
a, w
here
she
teac
hes
cour
ses
in li
tera
cy e
duca
tion
.H
er r
esea
rch
inte
rest
s in
clud
e pr
epar
ing
teac
hers
for
urb
an s
choo
ls a
nd u
sing
cult
ural
ly r
espo
nsiv
e li
tera
ture
in e
lem
enta
ry c
lass
room
s. E
mai
l: a
laza
r@sj
u.ed
u
Cat
hy P
into
teac
hes
spec
ial e
duca
tion
cla
sses
at G
atew
ay R
egio
nal H
igh
Sch
ool
in W
oodb
ury
Hei
ghts
, New
Jer
sey.
She
is a
doc
tora
l stu
dent
at W
iden
er U
nive
rsit
yin
Che
ster
, Pen
nsyl
vani
a. E
mai
l: c
atpi
na@
msn
.com
Nat
alie
War
ren
is a
fir
st-g
rade
teac
her
at G
lenw
ood
Ele
men
tary
Sch
ool i
n S
hort
Hil
ls, N
ew J
erse
y, w
here
she
is in
volv
ed in
cur
ricu
lum
res
truc
turi
ng. E
mai
l:nr
w31
7@gm
ail.c
om
Aut
hor
Bio
grap
hies
Nie
to, S
. (
1999).
The
light in
thei
r ey
es:
Cre
ati
ng m
ult
icult
ura
l le
arn
ing c
om
munit
ies.
New
Yo
rk:
Tea
cher
s C
oll
ege
Pre
ss.
Og
bu
, J.
U. (
19
87
). V
aria
bil
ity
in
min
ori
ty s
cho
ol
per
form
ance
: A
pro
ble
m i
n s
earc
h
of
an e
xp
lan
atio
n. A
nth
rop
olo
gy
an
d E
du
cati
on
Qu
art
erly
, 1
8(4
), 3
12
-33
4.
Olm
edo
, I.
M.
(19
97
). C
hal
len
gin
g o
ld a
ssu
mp
tio
ns:
Pre
par
ing
tea
cher
s fo
r in
ner
city
sch
oo
ls.
Tea
chin
g a
nd
Tea
cher
Ed
uca
tio
n,
13
(3),
24
5-2
58
.
Orf
ield
, G
. (
20
04
).
Dro
po
uts
in
Am
eric
a:
Co
nfr
on
tin
g t
he
gra
du
ati
on
ra
te c
risi
s.
Cam
bri
dg
e:
Har
var
d U
niv
ersi
ty P
ress
.
Per
ry, T
., &
Del
pit
, L
. D
. (
Ed
s.).
(1
99
8).
Th
e re
al
Eb
on
ics
deb
ate
: P
ow
er, la
ng
ua
ge
an
d t
he
edu
cati
on
of
Afr
ica
n-A
mer
ica
n c
hil
dre
n.
Bo
sto
n:
Bea
con
Pre
ss.
Ph
ilip
sen
, D
. (2
00
3).
In
ves
tmen
t, o
bse
ssio
n,
and
den
ial:
Th
e id
eolo
gy
of
race
in
th
e
Am
eric
an m
ind
. Jo
urn
al
of
Neg
ro E
du
cati
on
, 7
2(2
), 1
93
-20
7.
Exc
elsi
or:
Lea
ders
hip
in T
each
ing
and
Lea
rnin
gV
olum
e 1,
Num
ber
1
Fall
/Win
ter
2006
29
Sh
ari
ng
Pers
pecti
ves a
nd
Pra
cti
ces
Ope
n D
iscu
ssio
n: R
evis
itin
g N
ystr
and’
s D
ialo
gic
App
roac
h
Wen
Ma
Abs
trac
t
In th
is e
ssay
Nys
tran
d’s
dial
ogic
app
roac
h fo
r te
achi
ng a
nd le
arni
ng E
ngli
shla
ngua
ge a
nd li
tera
ture
is r
evis
ited
. Thi
s ap
proa
ch e
mph
asiz
es th
e us
e of
aut
hent
icqu
estio
n an
d up
take
for t
he s
tude
nts
to m
ake
subs
tant
ive
disc
ussi
on a
nd fo
r dev
elop
ing
thei
r li
tera
te th
inki
ng. T
hen,
som
e th
eore
tica
l and
ped
agog
ical
impl
icat
ions
of
this
appr
oach
are
dis
cuss
ed in
ligh
t of
a so
cioc
ultu
ral v
iew
of
lear
ning
.
30O
pe
n D
iscu
ssio
n
In r
ecen
t yea
rs n
umer
ous
disc
ussi
on-b
ased
pro
gram
s (e
.g.,
Dan
iels
, 200
1;L
ange
r, 19
95; M
cMah
on &
Rap
hael
, 199
7) h
ave
been
dev
elop
ed to
tap
the
dial
ogic
pote
ntia
l for
lear
ning
lite
racy
and
Eng
lish
lite
ratu
re a
cros
s K
-12
grad
es. A
ltho
ugh
ther
e ar
e di
ffer
ent i
nstr
ucti
onal
em
phas
es a
mon
g th
ese
prog
ram
s, e
ach
mai
ntai
nsth
at d
ialo
gic
inte
ract
ions
am
ong
stud
ents
enh
ance
thei
r le
arni
ng a
nd c
riti
cal t
hink
ing
by p
rovi
ding
opp
ortu
niti
es f
or th
em to
res
pond
to li
tera
ry te
xts
wit
h pe
rson
ally
inve
sted
mea
ning
s an
d to
be
expo
sed
to m
ulti
ple
inte
rpre
tati
ons
and
voic
es o
fot
hers
.A
mon
g th
e va
ried
cla
ssro
om d
iscu
ssio
n m
odel
s, N
ystr
and
(199
7) c
ondu
cted
impo
rtan
t res
earc
h on
cla
ssro
om d
isco
urse
and
adv
ocat
ed a
dia
logi
c ap
proa
ch f
orle
arni
ng E
ngli
sh la
ngua
ge a
nd li
tera
ture
at m
iddl
e an
d hi
gh s
choo
ls. I
n hi
s ro
les
as a
form
er d
irec
tor
of th
e N
atio
nal C
ente
r of
Eng
lish
Lea
rnin
g an
d A
chie
vem
ent a
ndpr
esid
ent o
f th
e N
atio
nal C
onfe
renc
e on
Res
earc
h in
Lan
guag
e an
d L
iter
acy,
this
appr
oach
als
o re
ceiv
es w
ide
reco
gnit
ion
and
has
infl
uenc
ed v
ario
us r
esea
rch
stud
ies
and
clas
sroo
m p
ract
ices
(e.
g., A
pple
bee,
Lan
ger,
Nys
tran
d, &
Gam
oran
, 200
3;C
augh
lan,
200
2; N
ystr
and,
Wu,
Gam
oran
, Zei
ser
& L
ong,
200
3).
In th
e fo
llow
ing,
I a
ttem
pt to
ana
lyze
the
impo
rtan
t com
pone
nts
of th
is d
ialo
gic
appr
oach
bas
ed o
n N
ysta
nd’s
(19
97)
sem
inal
wor
k on
cla
ssro
om d
isco
urse
. The
n,I
disc
uss
its
theo
reti
cal a
nd p
edag
ogic
al im
plic
atio
n, f
ocus
ing
on s
ome
inst
ruct
iona
lco
nsid
erat
ions
in im
plem
enti
ng th
is m
odel
.
Au
then
tic Q
uesti
on
an
d U
pta
ke
Why
is s
tude
nt-c
ente
red
disc
ussi
on e
duca
tion
ally
so
valu
able
? H
ow is
dis
cus-
sion
use
d as
an
inst
ruct
iona
l too
l for
ext
endi
ng th
e st
uden
ts’ l
iter
ate
thin
king
and
unde
rsta
ndin
g? L
et u
s be
gin
by ta
king
a lo
ok a
t how
Nys
tran
d ar
rive
d at
the
dial
ogic
mod
el. H
is C
olle
ague
s an
d he
exa
min
ed c
lass
room
dis
cour
se in
ove
r on
e hu
ndre
dcl
assr
oom
s in
a v
arie
ty o
f m
iddl
e an
d hi
gh s
choo
l set
ting
s, th
e la
rges
t stu
dy to
dat
eof
sec
onda
ry c
lass
room
dis
cour
se a
nd it
s ef
fect
s on
lite
ratu
re a
chie
vem
ents
in th
ehi
stor
y of
the
Uni
ted
Sta
tes.
Bas
ed o
n th
eir
find
ings
, Nys
tran
d (1
997)
con
clud
ed th
atth
ere
was
mos
tly
mon
olog
and
litt
le g
enui
ne d
ialo
gue
goin
g on
in th
e E
ngli
shcl
asse
s. A
s a
resu
lt o
f su
ch a
dis
cour
se p
atte
rn, t
he s
tude
nts
wer
e ob
serv
ed to
be
mos
tly
enga
ged
in r
ecit
atio
n ra
ther
than
inqu
iry-
orie
nted
lear
ning
. The
teac
hing
and
lear
ning
of
Eng
lish
lite
ratu
re w
ere
neit
her
mot
ivat
ing
nor
effe
ctiv
e.In
con
tras
t to
the
soci
ocul
tura
l vie
w o
f le
arni
ng d
escr
ibed
by
Koz
ulin
, Gin
dis,
Age
yev,
and
Mil
ler
(200
3) a
nd L
ee a
nd S
mag
orin
sky
(200
0), t
he m
onol
ogic
mod
elth
at N
ystr
and
(199
7) f
ound
to d
omin
ate
clas
sroo
ms
embr
aces
the
know
ledg
e-tr
ansm
issi
on p
ract
ices
of
teac
hing
and
lear
ning
. It s
tres
ses
disc
rete
ski
lls
and
sepa
-ra
te it
ems
of k
now
ledg
e ov
er th
e le
arne
r’s
expe
rien
tial
und
erst
andi
ng o
r in
tell
ectu
alen
gage
men
t. In
a m
onol
ogic
, “fa
ke d
iscu
ssio
n” c
onte
xt, t
here
is n
o se
quen
tial
and
sem
anti
c sp
onta
neit
y an
d co
nnec
tedn
ess
acro
ss d
iffe
rent
par
tici
pant
s’ u
tter
ance
s,an
d un
ders
tand
ing
cann
ot b
e bu
ilt u
p or
gani
smic
ally
thro
ugh
the
lear
ners
’ inq
uisi
tive
mov
es.
Nys
tran
d (1
997)
thus
cal
led
for
stud
ent-
cent
ered
dia
logu
e fo
r te
achi
ng a
ndle
arni
ng li
tera
ture
, the
cen
tral
con
cept
of
whi
ch is
the
use
of a
uthe
ntic
que
stio
ns a
ndup
take
for
mak
ing
subs
tant
ive
dial
ogue
in th
e cl
assr
oom
. The
aut
hent
icit
y of
the
ques
tion
s fo
r di
scus
sion
is th
e pr
elim
inar
y co
ncer
n of
this
app
roac
h. “
Alm
ost a
ll
31O
pe
n D
iscu
ssio
n
teac
hers
’ que
stio
ns,”
Nys
tran
d m
aint
aine
d, “
requ
ired
stu
dent
s to
rec
all w
hat s
ome-
one
else
thou
ght,
not t
o ar
ticu
late
, exa
min
e, e
labo
rate
, or
revi
se w
hat t
hey
thou
ght”
(p. 3
). A
s a
resu
lt, t
he p
redo
min
ant c
lass
room
dis
cour
se s
ound
ed li
ke r
ecit
atio
n an
dec
hoed
the
Init
iate
-Res
pond
-Eva
luat
e (I
RE
) pa
tter
n (C
azde
n, 1
988;
Meh
an, 1
979)
.In
com
pari
son,
aut
hent
ic q
uest
ions
fro
m th
e te
ache
r, or
pos
sibl
y ot
her
fell
owst
uden
ts p
arti
cipa
ting
in th
e di
scus
sion
, inv
ite
them
to c
ontr
ibut
e ne
w id
eas
wit
h no
pres
crib
ed a
nsw
ers,
are
ope
n-en
ded,
and
can
onl
y be
arr
ived
at t
hrou
gh in
quis
itiv
een
gage
men
t wit
h th
e li
tera
ry te
xts
and
orig
inal
thin
king
.A
sec
ond
cons
truc
t in
this
mod
el, u
ptak
e, o
rigi
nate
d fr
om th
e w
ork
of C
olli
ns(1
982)
. C
olli
ns u
sed
this
term
to r
efer
to th
e ph
enom
enon
that
, whe
n in
a c
onve
rsa-
tion
al c
onte
xt, o
ne p
arti
cipa
nt r
epea
ts w
hat a
noth
er d
iscu
ssan
t has
just
sai
d an
d, in
so d
oing
, em
beds
the
ques
tion
(s)
part
ly in
the
prev
ious
per
son’
s ut
tera
nces
.N
ystr
and
(199
7, p
. 39)
pro
vide
d th
e fo
llow
ing
exam
ple
of u
ptak
e:
Teac
her:
Wha
t do
they
hav
e to
do
to P
olyp
hem
us?
A S
tude
nt: B
lind
him
.Te
ache
r: H
ow c
ome
the
plan
is f
or b
lind
ing
Cyc
lops
?
Her
e th
e te
ache
r pi
cked
up
blin
d in
the
stud
ent’s
res
pons
e in
the
foll
ow-u
pqu
esti
on. S
uch
ques
tion
ing,
on
one
hand
, con
tinu
es th
e co
nver
sati
on to
pica
lly
and
sem
anti
cally
and
, on
the
othe
r ha
nd, s
igni
fica
ntly
dee
pens
or
broa
dens
the
aspe
cts
rela
ted
to th
e sa
me
topi
c. W
hen
mor
e of
this
kin
d of
upt
ake
is d
one
in a
dis
cuss
ion,
the
part
icip
ants
’ utt
eran
ces
wer
e w
oven
into
eac
h ot
her’
s, th
us e
xten
ding
the
conv
er-
sati
on c
oher
ently
for
mor
e su
bsta
ntiv
e di
alog
ic e
xcha
nges
.
A S
ocio
cu
ltu
ral V
iew
of
Learn
ing
Nys
tran
d dr
ew o
n B
akht
in (
1981
), V
ygot
sky
(197
8), a
nd a
num
ber
of o
ther
scho
lars
to d
evel
op th
e th
eore
tica
l fou
ndat
ion
for
his
dial
ogic
app
roac
h. H
e su
g-ge
sted
an
emer
gent
fra
mew
ork
abou
t how
dia
logi
c in
tera
ctio
n, c
ente
ring
aro
und
the
two
key
conc
epts
aut
hent
ic q
uest
ion
and
upta
ke, f
acil
itat
es th
e st
uden
t’s le
arni
ngan
d th
inki
ng th
roug
h dy
nam
ic a
nd e
ngag
ing
disc
ussi
ons
in th
e cl
assr
oom
. Spe
cifi
-ca
lly, t
his
fram
ewor
k m
akes
a n
umbe
r of
impo
rtan
t the
oret
ical
ass
umpt
ions
abo
utdi
alog
ic in
tera
ctio
ns f
or le
arni
ng li
tera
cy a
nd li
tera
ture
.F
irst
, dia
logi
c in
tera
ctio
n in
the
clas
sroo
m p
rovi
des
the
need
ed c
onte
xt f
or o
neto
eng
age
wit
h th
e li
tera
ry te
xt. F
urth
erm
ore,
the
dial
ogic
inte
ract
ion
draw
s th
epa
rtic
ipan
ts’ a
tten
tion
to th
e sp
ecif
ic c
onte
nt o
r is
sues
the
perc
epti
on, f
orm
ulat
ion,
and
arti
cula
tion
that
ext
ends
and
adv
ance
s th
eir
thin
king
and
und
erst
andi
ng. I
nad
diti
on, d
ialo
gic
inte
ract
ions
pro
vide
opt
imal
opp
ortu
niti
es f
or in
divi
dual
s to
“ta
lkit
out
.” I
n th
is p
roce
ss, t
he in
divi
dual
’s th
inki
ng is
fur
ther
exp
ande
d by
hea
ring
the
alte
rnat
ive
view
s of
oth
ers.
Per
spec
tives
bec
ome
clea
r th
roug
h ex
pres
sing
his
or
her
idea
s an
d di
scus
sing
opt
ions
wit
h ot
hers
. Whe
n gi
ven
appr
opri
ate
oppo
rtun
itie
s to
enga
ge in
col
labo
rativ
e co
nver
sati
on, l
earn
ers
are
faci
lita
ted
to m
ake
mea
ning
out
of
the
text
s th
ey r
ead
and,
thro
ugh
dial
ogic
inte
ract
ion,
dev
elop
thei
r th
inki
ng a
bout
the
text
and
bey
ond
(Bri
tton
, 199
0, 1
993)
.N
ever
thel
ess,
just
as
disc
ussi
on-o
rien
ted
rese
arch
and
theo
ry h
ave
illu
min
ated
that
dis
cuss
ions
can
spu
r on
e’s
thin
king
abo
ut th
e te
xt, r
efle
ctiv
e re
adin
g an
d w
riti
ngas
wel
l req
uire
one
’s in
tell
ectu
al e
ngag
emen
t
32O
pe
n D
iscu
ssio
n
wit
h th
e te
xt, a
s re
sear
ch a
nd th
eory
abo
ut r
eadi
ng-w
riti
ng r
elat
ions
hips
hav
e cl
earl
ysh
own
(e.g
., O
lson
, 199
4). M
arti
n, D
’Arc
y, N
ewto
n, a
nd P
arke
r’s
(197
6) w
ork
furt
her
sugg
este
d st
rong
con
nect
ions
bet
wee
n ad
oles
cent
s’ ta
lkin
g an
d w
riti
ng a
ndth
e po
ssib
ilit
y of
usi
ng w
riti
ng, a
s w
ell a
s ta
lkin
g, to
lear
n. W
olco
tt (
2001
), a
qual
itat
ive
rese
arch
er w
ho w
rite
s ab
out r
esea
rch
met
hods
, eve
n m
akes
it c
lear
that
wri
ting
is a
naly
zing
, thi
nkin
g, a
nd le
arni
ng. M
ore
rece
ntly
, Wel
ls (
2002
) un
der-
scor
ed th
e ne
ed “
to g
ive
adeq
uate
rec
ogni
tion
to a
ll th
e m
odes
of
mak
ing
and
repr
esen
ting
mea
ning
thro
ugh
whi
ch th
e ac
tivit
ies
of le
arni
ng a
nd te
achi
ng a
reen
acte
d” (
p. 1
).C
onsi
sten
t wit
h fi
ndin
gs f
rom
oth
er r
esea
rch
stud
ies
on c
lass
room
dis
cuss
ions
(cf.
Lew
is, 2
001;
Mil
ler,
1992
; Mor
ita,
200
4), d
iscu
ssio
n se
ems
not t
o be
a n
eutr
alm
ediu
m w
ith
all l
earn
ers,
nor
doe
s it
nec
essa
rily
see
m to
hav
e un
iver
sal v
alue
in a
lled
ucat
iona
l con
text
s. F
or th
ese
reas
ons,
the
find
ings
und
ersc
ore
the
impo
rtan
ce to
crea
te a
lear
ning
com
mun
ity
that
exp
erim
ents
wit
h a
vari
ety
of le
arni
ng a
nd r
e-sp
onse
sty
les.
It i
s im
pera
tive
that
cla
ssro
om te
ache
rs a
nd te
ache
r ed
ucat
ors
reco
g-ni
ze th
e di
ffer
ent e
mph
ases
am
ong
both
mai
nstr
eam
and
cul
tura
lly
dive
rse
stud
ents
to e
ffec
tivel
y en
gage
and
em
pow
er a
ll le
arne
rs w
ith
soci
ally
def
ined
lear
ning
,w
heth
er it
is li
tera
cy o
r li
tera
ture
.
Stu
den
t Talk
an
d D
ivers
ifie
d M
eth
od
s o
f
En
gag
em
en
t
Focu
sing
on
empl
oyin
g di
alog
ue a
s an
inst
ruct
iona
l too
l to
enga
ge s
tude
nts
and
to o
verc
ome
thei
r pa
ssiv
ity
in th
e le
arni
ng p
roce
ss, N
ystr
and
advo
cate
d th
e us
e of
open
-end
ed q
uest
ions
, gen
uine
inqu
iry,
and
upt
ake
for
subs
tant
ive
enga
gem
ent b
yth
e te
ache
r an
d ot
her
fell
ow le
arne
rs. T
hese
und
erpi
nnin
gs h
ave
theo
reti
cal a
ndpe
dago
gica
l im
plic
atio
ns f
or r
esea
rch
and
prac
tice
to m
ove
from
the
IRE
dis
cour
sepa
tter
n to
mor
e dy
nam
ic d
iscu
ssio
ns. W
hile
rec
ogni
zing
the
dial
ogic
pot
enti
al o
fN
ystr
and’
s di
alog
ic a
ppro
ach,
I r
aise
a f
ew in
stru
ctio
nal c
onsi
dera
tion
s, e
ven
poin
ting
out
pot
enti
al r
isks
, inv
olve
d in
ado
ptin
g su
ch a
dis
cuss
ion
appr
oach
wit
hle
arne
rs f
rom
div
erse
bac
kgro
unds
.F
irst
of
all,
it m
ight
be
poss
ible
to h
ave
high
ly in
tera
ctiv
e co
nver
sati
on, e
ven
wit
h au
then
tic
ques
tion
and
upt
ake,
like
cha
ttin
g, th
at in
volv
es li
ttle
inte
nse
lite
rate
thin
king
. As
wel
l, it
may
be
poss
ible
for
a m
ore
expe
rien
ced
lear
ner
to d
evel
op d
eep
lite
rate
thou
ght t
hrou
gh e
xplo
rativ
e w
riti
ng a
nd r
efle
ctiv
e th
inki
ng. I
n ot
her
wor
ds, a
lear
ner
may
enh
ance
his
or
her
crit
ical
und
erst
andi
ng o
f th
e te
xt th
roug
h fa
ce-t
o-fa
cedi
scus
sion
wit
h ot
her
peer
s. H
owev
er, t
he le
arne
r m
ay a
rriv
e at
com
para
ble
leve
ls o
fun
ders
tand
ing
thro
ugh
thou
ghtf
ul r
eadi
ng a
nd u
nvoi
ced
conv
ersa
tion
wit
h th
e au
thor
and
the
text
, and
by
conn
ecti
ng w
ith
his
or h
er li
ved
expe
rien
ces.
Mor
e sp
ecif
ical
ly,
whi
le ta
lkin
g w
ith
othe
rs m
ay s
pur
one’
s th
inki
ng a
bout
the
text
, I a
m a
rgui
ng th
atth
e ch
arac
ter
of a
lear
ner’
s co
ntex
tual
ized
act
ive
enga
gem
ent w
ith
the
text
may
mar
kth
e di
alog
ical
mee
ting
of
the
lear
ner
and
the
lear
ning
. Thi
s te
xt e
ngag
emen
t ult
i-m
atel
y m
ay h
elp
to d
efin
e a
part
icul
ar le
arne
r’s
fund
amen
tal l
iter
ate
expe
rien
ce.
In a
ddit
ion,
the
sign
ific
ance
of
dire
ct v
erba
l int
erac
tion
as
a m
eans
for
the
stud
ent’
s co
gnit
ive
and
soci
al d
evel
opm
ent m
ay a
lso
chan
ge f
rom
lear
ner
to le
arne
ran
d fr
om s
ituat
ion
to s
ituat
ion.
Alth
ough
cla
ss d
iscu
ssio
ns p
rovi
de s
ocia
lly s
uppo
rted
oppo
rtun
itie
s fo
r le
arne
rs to
dev
elop
lang
uage
ski
lls
and
oral
str
ateg
ies,
the
adol
es-
cent
s w
hom
Nys
tran
d st
udie
d co
uld
be s
igni
fica
ntly
mor
e ad
ept a
t abs
trac
tion
and
reas
onin
g th
an b
egin
ning
lite
racy
lear
ners
, yet
less
pro
fici
ent t
han
mor
e ad
vanc
edhi
gh s
choo
l and
col
lege
stu
dent
s. A
s a
stud
ent g
row
s an
d m
atur
es, a
nd a
s re
adin
gm
ater
ials
bec
ome
mor
e co
mpl
ex, h
is o
r he
r re
adin
g m
etho
d m
ay c
hang
e ac
cord
ingl
yfr
om p
rinc
ipal
ly o
ral r
eadi
ng to
sil
ent r
eadi
ng. A
t the
sam
e ti
me,
he
or s
he m
ayin
crem
enta
lly r
ely
less
on
visi
ble
inte
ract
ion
and
audi
ble
conv
ersa
tion
s an
d, d
epen
d-in
g on
the
indi
vidu
als,
mor
e on
alt
erna
tive
stra
tegi
es f
or h
is o
r he
r th
inki
ng a
ndun
ders
tand
ing
to d
evel
op.
Mor
eove
r, pr
evio
us r
esea
rch
indi
cate
d th
e im
port
ance
of
activ
e li
sten
ing
tose
cond
-lan
guag
e le
arne
rs (
cf. B
erne
, 200
4; R
ubin
, 199
4). F
or e
xam
ple,
com
para
tive
stud
ies
on C
onfu
cian
-her
itag
e ed
ucat
iona
l pra
ctic
es (
Big
gs, 1
996;
Gu,
200
3; L
ee,
1996
) su
gges
t tha
t a c
omm
on m
etho
d of
lear
ning
oft
en u
sed
by th
e st
uden
ts in
aC
onfu
cian
-cul
tura
l mil
ieu
is n
ot f
ree
disc
ussi
on b
y al
l mem
bers
, but
list
enin
g de
eply
to le
ctur
es, t
akin
g co
piou
s no
tes,
and
ref
lect
ivel
y “g
rind
ing”
the
info
rmat
ion
into
one’
s he
ad. I
n th
is c
onte
xt, c
lass
room
act
ivit
ies
may
app
ear
less
inte
ract
ive.
Thi
sco
ntra
sts
wit
h N
ystr
and’
s di
alog
ic a
ppro
ach
thro
ugh
whi
ch th
e te
ache
r sc
affo
lds
stud
ents
to in
tera
ct w
ith
the
text
and
eac
h ot
her
as c
ompe
tent
and
equ
al le
arne
rs, a
ndun
ders
tand
ing
may
be
coll
ectiv
ely
expl
ored
, neg
otia
ted,
and
con
stru
cted
thro
ugh
part
icip
ator
y di
alog
ues.
To
acco
unt f
or th
ese
seem
ingl
y no
n-co
nstr
uctiv
e E
aste
rned
ucat
iona
l pra
ctic
es f
rom
a d
ialo
gic
appr
oach
, it w
ould
be
nece
ssar
y fo
r te
ache
rs to
cons
ider
whe
ther
a s
tude
nt’s
act
ive
list
enin
g co
nsti
tute
s m
eani
ngfu
l lea
rnin
g, a
sco
nver
sing
wit
h ot
hers
doe
s, e
ven
thou
gh th
ere
was
no
“ext
erna
l foo
tpri
nt o
f th
ein
tern
al th
ough
t” (
V. J
ohn-
Ste
iner
, per
sona
l com
mun
icat
ion,
Apr
il 2
003)
.T
here
fore
, whi
le a
dis
cuss
ion-
base
d ap
proa
ch m
ay b
e us
eful
for
stu
dent
s to
acqu
ire
lang
uage
ski
lls
and
to d
evel
op c
riti
cal t
hink
ing
abil
itie
s an
d in
terp
reta
tion
alst
rate
gies
for
lear
ning
lite
racy
and
lite
ratu
re, i
t rem
ains
equ
ally
impo
rtan
t for
clas
sroo
m te
ache
rs to
all
ow f
or a
var
iety
of
resp
onse
and
lear
ning
sty
les
amon
gdi
ffer
ent s
tude
nts.
In
part
icul
ar, t
o m
ake
trul
y op
en a
nd s
ubst
antiv
e di
scus
sion
s a
viab
le in
stru
ctio
nal t
ool f
or le
arni
ng li
tera
cy a
nd li
tera
ture
am
ong
dive
rse
stud
ent
popu
lati
ons,
teac
hers
nee
d to
con
side
r th
e pe
rvas
ive
impa
ct o
f th
e cu
rren
t pri
nt-
base
d st
anda
rdiz
ed a
sses
smen
t. To
cap
ital
ize
on th
e re
sult
s of
rea
ding
and
und
er-
stan
ding
lite
ratu
re, s
choo
l-ba
sed
lite
racy
and
lite
ratu
re in
stru
ctio
n ne
eds
to p
rovi
dedi
vers
ifie
d an
d m
eani
ngfu
l lea
rnin
g ac
tivit
ies.
The
se a
ctiv
itie
s sh
ould
incl
ude
(but
not b
e li
mit
ed to
) di
alog
ues
amon
g th
e st
uden
ts, t
hrou
gh w
hich
eac
h le
arne
r ca
nin
tell
ectu
ally
wre
stle
and
gra
pple
wit
h vi
able
voi
ces
of o
ther
fel
low
stu
dent
s an
d th
ete
ache
r, di
alog
ues
wit
h vo
ices
em
bedd
ed in
the
text
, and
dia
logu
es w
ith
over
t or
cove
rt v
oice
s of
the
read
er.
33O
pe
n D
iscu
ssio
n
Refe
ren
ces
App
lebe
e, A
. N.,
Lan
ger,
J. A
., N
ystr
and,
M.,
& G
amor
an, A
. (20
03).
Dis
cuss
ion-
base
d ap
proa
ches
to d
evel
opin
g un
ders
tand
ing:
Cla
ssro
om a
nd s
tude
nt p
erfo
rman
cein
mid
dle
and
high
sch
ool E
ngli
sh. A
mer
ican
Edu
cati
on R
esea
rch
Jour
nal,
40(3
), 6
85-7
30.
Bak
htin
, M. M
. (19
81).
The
dia
logi
c im
agin
atio
n. (
M. H
olqu
ist,
Ed.
; C. E
mer
son
& M
. Hol
quis
t, T
rans
.). A
usti
n, T
X: U
nive
rsit
y of
Tex
as P
ress
.
34O
pe
n D
iscu
ssio
n
Ber
ne, J
. E. (
2004
). L
iste
ning
com
preh
ensi
on s
trat
egie
s: A
rev
iew
of
the
lite
ratu
re.
Fore
ign
Lan
guag
e A
nnal
s, 3
7(4)
, 521
-533
.B
iggs
, J. B
. (19
96).
Wes
tern
mis
conc
epti
ons
of th
e C
onfu
cian
-her
itag
e le
arni
ngcu
ltur
e. I
n D
. A. W
atki
ns &
J. B
. Big
gs (
Eds
.), T
he C
hine
se le
arne
r: C
ultu
ral,
psyc
holo
gica
l, an
d co
ntex
tual
influ
ence
s (p
p. 4
3-67
). H
ong
Kon
g: T
he U
nive
rsit
yof
Hon
g K
ong
Pre
ss.
Bri
tton
, J. (
1990
). T
alki
ng to
lear
n. I
n D
. Bar
nes,
J. B
ritt
on, &
M. T
orbe
, Lan
guag
e,th
e le
arne
r, an
d th
e sc
hool
(4t
h ed
., pp
. 89-
130)
. Por
tsm
outh
, NH
: Hei
nem
ann.
Bri
tton
, J. (
1993
). L
angu
age
and
lear
ning
(2n
d ed
.). P
orts
mou
th, N
H: H
eine
man
n.C
azde
n, C
. B. (
1988
). C
lass
room
dis
cour
se:
The
lang
uage
of t
each
ing
and
lear
ning
.P
orts
mou
th, N
H: H
eine
man
n.C
augh
lan,
S. (
2002
). E
xplo
ring
the
gap
betw
een
espo
used
and
ena
cted
cul
tura
lm
odel
s of
lite
ratu
re d
iscu
ssio
n. 5
2nd
Year
book
of
the
Nat
iona
l R
eadi
ngC
onfe
renc
e (p
p. 1
50-1
61).
Oak
Cre
el, W
C: N
atio
nal R
eadi
ng C
onfe
renc
e.D
anie
ls, H
. (20
01).
Lit
erat
ure
circ
les:
Voi
ce a
nd c
hoic
e in
boo
k cl
ubs
and
read
ing
grou
ps (
2nd
ed.)
. Yor
k, M
E: S
tenh
ouse
Pub
lish
ers.
Gu,
P. Y
. (20
03).
Fin
e br
ush
and
free
hand
: The
voc
abul
ary-
lear
ning
art
of
two
succ
essf
ul C
hine
se E
FL
lear
ners
. TE
SOL
Qua
rter
ly, 3
7(1)
, 73-
104.
Koz
ulin
, A.,
B. G
indi
s, V
. Age
yev,
& S
. Mill
er (E
ds.).
(200
3). V
ygot
sky’
s ed
ucat
iona
lth
eory
in c
ultu
ral c
onte
xt. C
ambr
idge
, UK
: Cam
brid
ge U
nive
rsit
y P
ress
.L
ange
r, J.
A. (
1995
). E
nvis
onin
g li
tera
ture
: L
iter
ary
unde
rsta
ndin
g an
d li
tera
ture
inst
ruct
ion.
New
Yor
k: T
each
ers
Col
lege
Pre
ss.
Lee
, C. D
., &
P. S
mag
orin
sky
(Eds
.). (
2000
). V
ygot
skia
n pe
rspe
ctiv
es o
n li
tera
cyre
sear
ch:
Con
stru
ctin
g m
eani
ng th
roug
h co
llab
orat
ive
inqu
iry.
Cam
brid
ge, U
K:
Cam
brid
ge U
nive
rsit
y P
ress
.L
ee, W
. O. (
1996
). T
he c
ultu
ral c
onte
xt fo
r Chi
nese
lear
ners
: Con
cept
ions
of l
earn
ing
inth
e C
onfu
cian
trad
itio
n. I
n D
. A. W
atki
ns &
J. B
. Big
gs (
Eds
.), T
he C
hine
sele
arne
r: C
ultu
ral,
psyc
holo
gica
l, an
d co
ntex
tual
infl
uenc
es (
pp. 2
5-41
).H
ong
Kon
g: T
he U
nive
rsit
y of
Hon
g K
ong
Pre
ss.
Mar
tin,
N.,
D’A
rcy,
P.,
New
ton,
B.,
& P
arke
r, R
. (19
76).
Wri
ting
and
lear
ning
acro
ss th
e cu
rric
ulum
. Lon
don,
UK
: War
d L
ock
Edu
cati
onal
.M
ehan
, H. (
1979
). L
earn
ing
less
ons.
Cam
brid
ge, M
A: H
arva
rd U
nive
rsit
y P
ress
.N
ystr
and,
M. (
1997
). O
peni
ng d
ialo
gue:
Und
erst
andi
ng th
e dy
nam
ics
of la
ngua
gean
d le
arni
ng in
the
Eng
lish
cla
ssro
om, w
ith
Gam
oran
, Kac
hur,
and
Pre
nder
gast
.N
ew Y
ork:
Tea
cher
s C
olle
ge P
ress
.N
ystr
and,
M.,
Wu,
L.,
Gam
oran
, A.,
Zei
ser,
S.,
& L
ong,
D. (
2003
). Q
uest
ions
inti
me:
inve
stig
atin
g th
e st
ruct
ure
and
dyna
mic
s of
unf
oldi
ng c
lass
room
dis
cour
se.
Dis
cour
se P
roce
sses
, 35,
135
-196
.O
lson
, D. R
. (19
94).
The
wor
ld o
n pa
per:
The
con
cept
ual a
nd c
ogni
tive
impl
icat
ions
of w
riti
ng a
nd r
eadi
ng. C
ambr
idge
, UK
: Cam
brid
ge U
nive
rsit
y P
ress
.R
ubin
, J. (
1994
). A
rev
iew
of
seco
nd la
ngua
ge li
sten
ing
com
preh
ensi
on. M
oder
nL
angu
age
Jour
nal,
78(2
), 1
99-2
21.
Vyg
otsk
y, L
. S. (
1978
). M
ind
in s
ocie
ty. C
ambr
idge
, MA
: Har
vard
Uni
vers
ity
Pre
ss.
Wel
ls, G
. (20
00).
Dia
logi
c in
quir
y in
edu
cati
on: B
uild
ing
on th
e le
gacy
of V
ygot
sky.
In C
. D. L
ee, &
P. S
mag
orin
sky
(Eds
.), V
ygot
skia
n pe
rspe
ctiv
es o
n li
tera
cyre
sear
ch:
Con
stru
ctin
g m
eani
ng th
roug
h co
llab
orat
ive
inqu
iry
(pp.
51-
87).
Cam
brid
ge, U
K: C
ambr
idge
Uni
vers
ity
Pre
ss.
Wol
cott
, H. F
. (19
90).
Wri
ting
up
qual
itat
ive
rese
arch
. New
bury
Par
k, C
A:
Sag
e P
ubli
cati
ons.
35O
pe
n D
iscu
ssio
n
Aut
hor
Bio
grap
hy
W
en M
a, P
h.D
., is
an
Ass
ista
nt P
rofe
ssor
in th
e E
duca
tion
Dep
artm
ent a
t
Le
Moy
ne C
olle
ge, S
yrac
use,
New
Yor
k. H
is r
esea
rch
inte
rest
s in
clud
e
mul
ticu
ltur
al li
tera
cy e
duca
tion
, Con
fuci
an p
ersp
ectiv
es o
f le
arni
ng, a
nd
the
use
of d
ialo
gue
for
inst
ruct
ion.
Em
ail:
maw
@le
moy
ne.e
du
Exc
elsi
or:
Lea
ders
hip
in T
each
ing
and
Lea
rnin
gV
olum
e 1,
Num
ber
1
Fall
/Win
ter
2006
37
Jour
nalin
g in
a V
ideo
Env
iron
men
t: W
hat T
each
ers
Hav
e L
earn
ed f
rom
the
Pro
cess
Joan
ne K
ilgou
r D
owdy
Abs
trac
t
Gra
duat
e st
uden
ts in
a li
tera
cy c
ours
e w
ere
enga
ged
in le
arni
ng in
terv
iew
ski
lls
for
vide
o, w
riti
ng a
n ed
it s
crip
t, an
d ed
itin
g th
eir
firs
t vid
eo p
rese
ntat
ions
. The
y al
sopo
sted
res
pons
es o
n a
list
serv
, as
mem
bers
of
a di
alog
ue jo
urna
l com
mun
ity,
to th
ree
book
s th
at w
ere
requ
ired
rea
ding
for
the
cour
se. T
heir
gro
wth
as
teac
hers
, wri
ters
,an
d vi
deo
prod
ucer
s is
pre
sent
ed in
the
way
s th
ey ta
lked
abo
ut w
riti
ng a
nd te
achi
ng.
38V
ide
o J
ou
rna
ling
Jour
nali
ng a
s a
form
of
lear
ning
and
ref
lect
ing
has
been
wit
h us
sin
ce th
e ti
me
of J
uliu
s C
aesa
r, S
t. A
ugus
tine
, and
Sam
uel P
epys
(C
onha
im &
Pag
e, 2
003)
. T
hejo
urna
l is
mos
t com
mon
ly d
efin
ed a
s w
riti
ng th
at c
ente
rs o
n pe
rson
al th
ough
ts a
ndev
ents
as
it a
llow
s th
e w
rite
r to
foc
us h
is o
r he
r in
divi
dual
res
pons
es o
n ex
peri
ence
s(K
andt
, 199
4). W
e no
w u
se m
any
form
s of
jour
nali
ng a
t the
col
lege
leve
l to
coax
stud
ents
into
the
habi
tual
cyc
le o
f (a
) re
adin
g, (
b) w
riti
ng, (
c) r
efle
ctin
g, (
d) w
riti
ng,
and
(e)
read
ing.
Thi
s w
riti
ng p
roce
ss f
acil
itat
es s
tude
nts’
con
fide
nce
in th
eir
abil
ity
to c
omm
unic
ate
thro
ugh
the
wri
tten
wor
d (A
twel
l, 19
98; C
alki
ns, 1
986;
Gra
ves,
2002
). J
ourn
al w
riti
ng o
pera
tes
as a
win
dow
thro
ugh
whi
ch te
ache
rs o
bser
vest
uden
ts’
lear
ning
(S
tant
on, 1
988)
. In
dia
logu
e jo
urna
l wri
ting
, for
inst
ance
, aw
ritt
en c
onve
rsat
ion
is c
arri
ed o
n ov
er ti
me;
eac
h pa
rtne
r ha
s eq
ual,
regu
lar,
and
freq
uent
opp
ortu
niti
es to
res
pond
to th
e en
trie
s. T
each
ers
have
opp
ortu
niti
es to
see
the
stre
ngth
s an
d ne
eds
of s
tude
nts’
und
erst
andi
ngs
of a
topi
c un
der
stud
y (S
tant
on,
Shu
y, K
reef
t, &
Ree
d, 1
982)
.A
s ea
rly
as 1
985,
Car
ole
Cox
wro
te a
bout
the
impo
rtan
ce o
f th
e co
mpo
sing
proc
ess
that
fil
mm
akin
g fa
cili
tate
d. T
he p
rodu
ctio
n pr
oces
s of
fil
mm
akin
g is
als
odo
cum
ente
d as
a m
eans
to a
sses
sing
con
tent
kno
wle
dge,
wri
ting
ski
lls,
and
res
earc
hsk
ills
(D
oig
& S
arge
nt, 1
996)
and
can
, the
refo
re, b
e se
en a
s a
way
to e
nhan
ce th
ela
ngua
ge a
rts.
In
othe
r co
ntex
ts, l
ike
the
film
mak
ing
proj
ects
of
the
stud
ents
who
coll
abor
ated
on
yout
h vi
deos
(D
owdy
, Ree
dus,
And
erso
n-T
hom
pkin
s, &
Hei
m,
2004
), p
arti
cipa
nts
also
com
men
ted
abou
t the
life
ski
lls
they
lear
ned
thro
ugh
the
coll
abor
atio
ns in
whi
ch th
ey p
arti
cipa
ted
duri
ng th
e fi
lm s
crip
t wri
ting
and
pro
duc-
tion
pro
cess
. Jou
rnal
ing
wit
h vi
deo
tech
nolo
gy c
onse
quen
tly
brou
ght a
bout
a le
vel
of la
ngua
ge f
acil
ity
that
was
enh
ance
d by
the
imag
es th
at th
e st
uden
ts c
reat
ed in
thei
r vi
deo
inte
rvie
ws.
Enc
oura
ging
wri
ting
hab
its
in th
e cl
assr
oom
can
be
a di
ffic
ult a
nd s
omet
imes
over
whe
lmin
g ta
sk w
hen
a te
ache
r is
als
o w
orki
ng to
impa
rt c
onte
nt m
ater
ial t
ost
uden
ts.
Usi
ng a
ny o
ne o
f th
e ar
ts, h
owev
er, i
nclu
ding
pai
ntin
g, v
ideo
pro
duct
ion,
mus
ic, a
nd a
ctin
g, h
elps
to in
crea
se s
tude
nts’
inte
rest
in th
e co
nten
t bei
ng s
tudi
edan
d ex
pand
stu
dent
s’ k
now
ledg
e of
the
man
y w
ays
in w
hich
the
mes
sage
can
be
arti
cula
ted
(Atw
ell,
1998
; Har
ste,
199
4; S
hort
, Har
ste,
& B
urke
, 199
6). C
onsi
deri
ngth
e im
port
ance
of
mul
tipl
e li
tera
cies
(K
ist,
2002
) fo
r th
e de
velo
pmen
t of
stud
ents
’be
st c
hanc
e of
suc
cess
in o
ur te
chno
logi
call
y sa
vvy
wor
ld, i
t mak
es s
ense
to in
clud
evi
deo
lite
racy
in th
e li
st o
f su
bjec
ts th
at w
e en
cour
age
them
to s
tudy
as
com
mun
ica-
tors
in a
glo
bal v
illa
ge.
Thi
s ar
ticl
e re
pres
ents
the
expe
rien
ce o
f a
grou
p of
teac
hers
in a
gra
duat
epr
ogra
m in
the
coll
ege
of e
duca
tion
at a
nor
thea
st O
hio
univ
ersi
ty.
The
cou
rse
Lit
erac
y S
tori
es/V
ideo
Wri
ting
was
off
ered
as
a se
min
ar to
fiv
e do
ctor
al s
tude
nts
prep
arin
g to
do
thei
r co
mpr
ehen
sive
exa
min
atio
ns.
A m
aste
r’s
leve
l stu
dent
was
invi
ted
to jo
in th
e gr
oup
beca
use
of h
er b
ackg
roun
d in
the
Eng
lish
lang
uage
art
s an
din
tere
st in
vid
eo w
riti
ng. T
he g
roup
was
intr
oduc
ed to
vid
eo in
terv
iew
ing
(see
Dow
dy, 2
005;
Dow
dy, B
irne
y, &
Ree
dus,
200
4).
Exp
eri
en
tial L
earn
ing
Dew
ey (
1938
) w
rote
that
exp
erie
nce
that
eli
cits
gro
wth
has
rea
l edu
cati
onal
valu
e. T
his
“gro
win
g,”
as h
e un
ders
tood
it, s
houl
d m
ove
tow
ard
a po
sitiv
e ou
tcom
e.H
e al
so b
elie
ved
ther
e m
ust b
e an
“or
gani
c co
nnec
tion
bet
wee
n ed
ucat
ion
and
39
pers
onal
exp
erie
nce”
(p.
25)
and
, the
refo
re, l
earn
ing
shou
ld b
e ba
sed
on r
eal-
life
expe
rien
ces.
Con
tinu
ity,
in th
eory
, is
the
prin
cipl
e th
at d
iffe
rent
iate
s au
then
tic
expe
rien
tial
lear
ning
pra
ctic
es a
nd/o
r ex
peri
ence
s fr
om a
rtif
icia
l pro
cedu
res
and/
oroc
curr
ence
s. T
he a
uthe
ntic
lear
ning
exp
erie
nce
shou
ld le
ad to
fur
ther
gro
wth
,ex
pans
ion,
and
dee
per
awar
enes
s fo
r th
e le
arne
r. B
oud,
Coh
en, a
nd W
alke
r (1
993)
also
sug
gest
that
lear
ning
take
s pl
ace
wit
hin
a so
cial
and
cul
tura
l con
text
to b
epr
ogre
ssiv
e an
d tr
ansf
orm
ativ
e in
nat
ure.
Wit
h th
is f
ram
ewor
k of
lear
ning
and
exp
erie
nce
in m
ind,
the
stud
ents
in th
ecl
ass
wer
e di
rect
ed to
con
duct
inte
rvie
ws
on v
ideo
. Lat
er th
ey w
ere
dire
cted
tocr
eate
a v
ideo
edi
t scr
ipt a
nd e
dit a
vid
eo p
rese
ntat
ion
so th
ey c
ould
hav
e an
aut
hen-
tic
vide
o pr
oduc
tion
exp
erie
nce.
The
y w
ere
also
invi
ted
to d
iscu
ss a
nd r
efle
ct o
nth
eir
jour
ney
as le
arne
rs in
a c
omm
unit
y of
wri
ters
and
vid
eo p
rodu
cers
. The
inte
n-ti
on b
ehin
d th
is r
efle
ctiv
e pi
ece
was
to e
ncou
rage
them
to a
ppre
ciat
e th
eir
lear
ning
in th
e cl
ass
and
to p
lan
teac
hing
str
ateg
ies
that
wou
ld s
uppo
rt th
eir
stud
ents
whe
nth
ey to
ok v
ideo
pro
duct
ion
into
thei
r cl
assr
oom
s.
Tw
o F
orm
s o
f Jo
urn
als
In a
cla
ss f
or e
xper
ienc
ed te
ache
rs c
alle
d L
iter
acy
Sto
ries
/Vid
eo W
riti
ng a
cult
ure
of tw
o ki
nds
of jo
urna
l wri
ting
was
est
abli
shed
thro
ugho
ut th
e sp
ring
sem
este
r of
200
3. S
tude
nts
wer
e as
ked
to w
rite
dia
logu
e jo
urna
ls a
nd c
reat
e vi
deo
jour
nals
.T
he d
ialo
gue
jour
nals
all
owed
stu
dent
s to
sha
re th
eir
thou
ghts
in w
riti
ng o
ver
tim
e, a
nd e
ach
pers
on h
ad a
n eq
ual o
ppor
tuni
ty to
res
pond
to th
e jo
urna
l ent
ries
post
ed o
n a
list
serv
. Dia
logu
e jo
urna
l wri
ting
, acc
ordi
ng to
Sta
nton
, Shu
y, K
reef
t,an
d R
eed
(198
2), a
llow
s pa
rtic
ipan
ts to
car
ry o
n an
ext
ende
d co
nver
sati
on.
Thi
s is
one
form
of
jour
nal w
riti
ng th
at is
dem
ocra
tic:
Bot
h pa
rtie
s ha
ve a
n eq
ual c
hanc
e to
part
icip
ate
in th
e co
nver
sati
on, a
nd it
lets
the
teac
her
obse
rve
stud
ents
’ pro
gres
s.T
he v
ideo
jour
nals
, the
col
lect
ion
of f
oota
ge th
at e
ach
stud
ent m
ade
wit
h a
part
icip
ant,
enco
urag
ed s
tude
nts
to h
ave
conv
ersa
tion
s on
vid
eo w
ith
thei
r pa
rtic
i-pa
nt s
o th
ey c
ould
lear
n ho
w to
fac
ilit
ate
inte
rvie
ws
that
wer
e no
t int
erro
gati
ons
ofth
eir
inte
rvie
wee
s. S
hari
ng tr
ansc
ript
s of
thes
e in
terv
iew
s al
low
ed o
ther
s to
exp
eri-
ence
thei
r jo
urne
y as
inte
rvie
wer
s an
d vi
deo
prod
ucer
s. T
his
form
of
wri
ting
als
oal
low
s pa
rtic
ipan
ts to
hav
e an
equ
al s
ay in
the
conv
ersa
tion
ove
r ti
me.
Thi
s in
terv
iew
prot
ocol
was
cre
ated
in th
e im
age
of a
for
mal
inte
rvie
w, w
ith
a qu
esti
on-a
nd-a
nsw
erfo
rmat
. The
vid
eo jo
urna
l bec
omes
pub
lic
thro
ugh
shar
ing
the
tape
in c
lass
so
othe
rli
sten
ers
have
a c
hanc
e to
ref
lect
on
the
conv
ersa
tion
bet
wee
n tw
o pe
ople
and
lear
nfr
om th
e pr
oces
s an
d pr
oduc
t of
the
inte
rvie
w.
The
res
ulti
ng d
ialo
gue
that
is b
ased
on th
e vi
deo
inte
rvie
w, a
ctin
g as
a p
rom
pt f
or s
tude
nt r
efle
ctio
n, w
orks
exa
ctly
like
aw
ritt
en d
ocum
ent t
hat i
s po
sted
on
a li
stse
rv.
Eve
ryon
e ca
n re
spon
d to
the
thou
ghts
expr
esse
d in
the
vide
o in
terv
iew
s in
a c
lass
in w
hich
the
vide
o is
sho
wn.
Thi
sen
cour
ages
a d
emoc
rati
c sp
irit
of
lear
ning
by
trea
ting
eac
h st
uden
t as
a le
arne
r w
hoha
s so
met
hing
to s
hare
wit
h th
e gr
oup.
The
obj
ectiv
e in
ask
ing
grad
uate
stu
dent
s to
par
tici
pate
in th
ese
two
form
s of
jour
nali
ng w
as to
hav
e th
em tr
ansi
tion
fro
m th
e kn
own
to a
new
for
m o
f co
mm
uni-
cati
on (
i.e.,
wri
tten
ref
lect
ions
to v
ideo
pre
sent
atio
n).
The
y w
ere
enco
urag
ed to
expl
ore
the
jour
ney
of le
arni
ng a
new
for
m o
f re
pres
enta
tion
(vi
deo)
, in
the
sam
e
Vid
eo
Jo
urn
alin
g
Jo
urn
al A
cti
vit
ies
Stu
dent
s w
ere
aske
d to
wri
te e
ntri
es o
n a
list
serv
in r
espo
nse
to th
e ch
apte
rsfr
om th
e bo
oks;
mak
e tr
ansc
ript
s of
thee
vid
eo in
terv
iew
s an
d po
st th
em to
the
list
serv
so
they
cou
ld b
e di
scus
sed
in c
lass
, and
bri
ng in
the
foot
age
wit
h vi
deo
inte
rvie
ws
for
revi
ew.
The
fir
st jo
urna
l act
ivit
y in
volv
ed c
omm
enti
ng e
ach
wee
k on
sel
ecte
d ch
apte
rsin
thre
e bo
oks:
Liv
es o
n th
e B
ound
ary
(Ros
e, 1
990)
, Del
pit a
nd D
owdy
’s T
he S
kin
that
We
Spea
k: T
houg
hts
on L
angu
age
and
Lea
rnin
g in
the
Cla
ssro
om (
2003
), a
ndO
ther
Peo
ple’
s W
ords
: T
he C
ycle
of L
ow L
iter
acy
(Pur
cell
-Gat
es, 1
995)
. T
hegr
adua
te s
tude
nts,
one
a s
tude
nt in
a m
aste
r’s
prog
ram
and
all
the
othe
rs in
a d
oc-
tora
l pro
gram
for
lite
racy
stu
dies
or
educ
atio
nal f
ound
atio
ns, w
ere
aske
d to
pos
tth
eir
jour
nal e
ntri
es o
n th
e li
stse
rv b
y a
cert
ain
date
bef
ore
the
clas
s m
et. I
n th
is ty
peof
jour
nal (
Ros
s, 1
998)
stu
dent
s as
k qu
esti
ons
abou
t the
cha
pter
s th
ey h
ave
read
.T
he p
arti
cipa
nts
wer
e al
low
ed to
sha
re th
eir
pers
onal
sto
ries
whe
n th
ey id
enti
fied
wit
h in
form
atio
n th
at th
e w
rite
r w
as s
hari
ng a
bout
stu
dent
s, th
eory
, or
reco
mm
enda
-ti
ons
for
faci
lita
ting
lite
racy
pra
ctic
es in
cla
ssro
oms.
The
jour
nal a
ctiv
ity
allo
wed
the
stud
ents
’ voi
ces
and
thei
r un
ique
per
spec
tives
on
the
read
ings
to s
hape
the
cont
ent o
f th
e re
spon
ses
they
sha
red
wit
h ot
hers
thro
ugh
the
list
serv
mes
sage
spo
sted
to th
e w
hole
gro
up.
Thr
ough
this
pub
lic
shar
ing
on th
e li
stse
rv, t
he te
ache
rsw
ere
able
to r
ead
each
oth
er’s
com
men
ts, r
espo
nd to
them
bef
ore
com
ing
to c
lass
,an
d be
rea
dy to
talk
abo
ut th
e as
sign
ed c
hapt
ers
at e
ach
clas
s m
eeti
ng w
ith
this
back
grou
nd k
now
ledg
e in
form
ing
thei
r sh
arin
g.
At t
he s
tart
of
the
sem
este
r st
uden
ts w
ere
incl
ined
to r
evie
w th
e as
sign
edch
apte
rs in
a f
orm
al to
ne, a
s if
they
wer
e su
bmit
ting
thei
r w
riti
ng to
an
acad
emic
jour
nal.
I ha
ve in
dica
ted
the
date
of
the
entr
y on
the
list
serv
at t
he e
nd o
f ea
ch q
uote
from
the
grad
uate
stu
dent
s. T
he n
ames
use
d ar
e ps
eudo
nym
s.
Tim
’s f
irst
jour
nal e
ntry
sta
tes:
Unl
ike
Hun
ger
for
Mem
ory,
Liv
es o
n th
e B
ound
ary
devi
ates
from
the
hack
neye
dm
odel
of
the
educ
atio
nal H
orat
io A
lger
s st
ory,
whe
re th
e su
bjec
t’s w
ill t
ole
arn
take
s ce
nter
sta
ge.
Ros
e ne
ver
forg
ets
how
nar
row
ly h
e m
isse
d th
e fa
te o
fhi
s Voc
Ed
budd
ies,
and
the
real
her
oes
of th
e st
ory
are
folk
s lik
e Ja
ck M
cFar
land
,F
rank
Car
othe
rs, a
nd T
ed E
rlan
dson
: edu
cato
rs w
ho h
elpe
d st
imul
ate
his
min
dw
hile
off
erin
g al
tern
ativ
es to
the
quie
t des
pair
of
a w
orki
ng-c
lass
nei
ghbo
rhoo
d.(2
.03.
03)
40V
ide
o J
ou
rna
ling
way
man
y of
thei
r st
uden
ts w
ould
hav
e to
lear
n ho
w to
wri
te f
orm
al e
ssay
s an
d ot
her
acad
emic
wri
ting
as
part
of
thei
r ac
cult
urat
ion
into
for
mal
sch
ooli
ng.
A w
orks
hop
envi
ronm
ent w
as c
reat
ed in
whi
ch g
radu
ate
stud
ents
wou
ld p
ut th
eir
skil
ls to
wor
kin
lear
ning
info
rmat
ion
and
find
ing
out h
ow it
enh
ance
d th
eir
know
ledg
e ba
se a
sin
divi
dual
s an
d co
llab
orat
ors.
Thi
s st
udio
pro
cess
, muc
h li
ke th
e ar
t stu
dio
of a
pain
ter,
acto
r, or
mus
icia
n, is
bas
ed o
n im
prov
isat
ion.
Exp
erie
nce
prov
es th
at th
ebe
st c
reat
ive
prod
ucts
com
e ou
t of
a s
etti
ng i
n w
hich
peo
ple
are
free
to
mak
edi
scov
erie
s an
d le
arn
from
thei
r th
inki
ng p
roce
sses
wit
hin
the
para
met
ers
of th
ejo
urna
ling
or
inte
rvie
w p
roto
col.
The
Lis
tser
v E
xcha
nges
Thi
s w
riti
ng s
tyle
is in
dir
ect c
ontr
ast t
o Ju
dy’s
tone
whe
n sh
e op
ens
her
resp
onse
inJo
urna
l 4:
The
Ski
n T
hat W
e Sp
eak
is o
ne o
f th
e m
ost p
ower
ful r
eads
I’v
e ha
d th
e pl
easu
reto
exp
erie
nce,
and
the
man
y co
nnec
tion
s to
my
past
, pre
sent
, and
hop
eful
lyfu
ture
wor
k ar
e eq
uall
y po
wer
ful.
I am
so
grat
eful
to b
e ta
king
this
cla
ss a
ndsh
arin
g th
ese
chap
ters
and
res
pons
es w
ith
all o
f yo
u. I
fig
ht th
e li
near
ity
of“b
usin
ess
as u
sual
” th
inki
ng a
nd w
riti
ng, s
o I’
ll s
eek
your
indu
lgen
ce u
p fr
ont
as I
org
aniz
e th
is r
espo
nse
in th
e w
ays
I co
nnec
ted—
to th
e ti
me
fram
es o
f pa
st,
pres
ent,
and
futu
re. (
4.07
.03)
The
se tw
o jo
urna
l ent
ries
giv
e an
indi
cati
on o
f th
e di
ffer
ent a
ppro
ache
s th
est
uden
ts d
evel
oped
ove
r th
e co
urse
of
the
sem
este
r. Pe
ople
mov
ed f
rom
a f
orm
alto
ne to
a f
rien
dlie
r, m
ore
coll
egia
l ton
e, b
y th
e en
d of
the
sem
este
r. T
he o
nlin
edi
scus
sion
s, in
-cla
ss e
xcha
nges
, and
vid
eo in
terv
iew
rev
iew
s, a
ll h
elpe
d to
pro
mot
ea
mor
e in
tim
ate
form
of
com
mun
icat
ion
by th
e en
d of
the
sem
este
r. T
his
coul
din
dica
te th
at th
e st
uden
ts a
ccep
ted
each
oth
er a
s le
arne
rs e
xper
ienc
ing
the
jour
ney
asco
llab
orat
ors
not c
ompe
tito
rs.
As
tim
e m
oved
on,
ther
e w
ere
mor
e an
ecdo
tes
in th
e re
spon
ses
and
the
wri
ters
bega
n to
ref
er to
eac
h ot
her’
s co
mm
ents
whe
n th
ey m
ade
a po
int i
n th
eir
jour
nal
entr
y. L
illi
an, o
ne o
f tw
o A
fric
an-A
mer
ican
wom
en a
nd th
e m
ost e
xper
ienc
ed p
ubli
csc
hool
teac
her,
shar
ed h
er e
xper
ienc
es a
bout
teac
hing
hig
h sc
hool
in J
ourn
al 3
:
The
last
ten
year
s of
my
care
er I
taug
ht A
dvan
ced
Eng
lish
9 a
nd G
ener
alE
ngli
sh 1
1 st
uden
ts, t
he la
tter
gro
up w
ell k
now
n fo
r be
ing
acad
emic
ally
dis
incl
ined
, tro
uble
mak
ers,
and
“li
fe e
xper
ienc
ed.”
And
, it w
as f
or th
ose
reas
ons
I al
way
s re
ques
ted,
muc
h to
the
surp
rise
and
rel
ief
of c
olle
ague
s, m
y w
onde
rful
“jun
ior
gene
rals
.” W
hile
I a
gree
wit
h R
ose’
s po
siti
on o
n th
e ca
non
for
the
mos
tpa
rt, I
incl
uded
Oth
ello
as
part
of
thei
r cu
rric
ulum
bec
ause
it a
ddre
sses
so
man
yis
sues
(ra
cism
, par
ent-
chil
d re
lati
onsh
ips,
rum
ors,
love
, xen
opho
bia,
jeal
ousy
,et
c.)
that
are
the
“stu
ff”
of th
eir
lives
. S
hock
ed a
nd o
verw
helm
ed a
t fir
st, o
nce
stud
ents
beg
an to
wor
k th
roug
h th
e la
ngua
ge, t
hey
felt
hon
ored
and
spe
cial
that
they
had
a c
hanc
e to
rea
d S
hake
spea
re.
The
y lo
ved
pick
ing
it a
part
, con
nect
ing
it to
thei
r ex
peri
ence
s, a
nd p
layi
ng w
ith
the
lang
uage
. By
the
end
of th
e un
it,
they
wer
e qu
otin
g T
he B
ard
and
havi
ng f
un s
ubst
itut
ing
fam
ilia
r ta
boo
wor
dsw
ith
the
like
s of
tupp
ing
and
cour
tesa
n! (
2.18
.03)
Thi
s de
libe
rate
res
ista
nce
to s
wal
low
ing
the
idea
s pr
esen
ted
in th
e te
xt b
y R
ose
ispa
rt o
f th
e pr
oces
s of
unv
eili
ng L
illi
an’s
per
sona
l phi
loso
phy
abou
t tea
chin
g an
d th
ero
le o
f th
e A
fric
an-A
mer
ican
teac
her
amon
g A
fric
an-A
mer
ican
and
oth
er d
isen
fran
-ch
ised
you
th. I
t rep
rese
nts
a pa
tter
n of
com
mun
icat
ion
that
late
r be
cam
e av
aila
ble
tom
ore
of th
e st
uden
ts a
s th
ey f
ound
a s
pace
to u
npac
k th
eir
lived
exp
erie
nce
in f
ront
of a
nd b
ehin
d th
e te
ache
r’s
desk
.
41V
ide
o J
ou
rna
ling
The
sec
ond
leve
l of
jour
nal e
ntri
es r
equi
red
took
the
form
of
a th
ree-
part
ser
ies
of v
ideo
and
aud
io-t
aped
inte
rvie
ws
com
plet
ed b
y ea
ch o
f th
e pa
rtic
ipan
ts. T
he th
ree
The
Vid
eo J
ourn
als
42V
ide
o J
ou
rna
ling
part
s in
clud
ed a
fir
st in
terv
iew
that
ask
ed th
e in
terv
iew
ees
to ta
lk a
bout
thei
r ba
ck-
grou
nd a
nd h
ow th
ey c
ame
to b
e in
the
job
they
pre
sent
ly h
eld.
The
sec
ond
inte
r-vi
ew w
as b
ased
on
a qu
esti
on a
bout
wha
t it w
as li
ke to
be
in th
e po
siti
on th
ein
terv
iew
ees
held
(i.e
., a
teac
her,
an e
ngin
eer,
or th
e di
rect
or o
f a
lite
racy
init
iativ
e).
The
thir
d pa
rt o
f th
e se
ries
was
an
inte
rvie
w w
ith
the
inte
rvie
wee
s as
king
them
tota
lk a
bout
the
mea
ning
of
thei
r pr
esen
t pos
itio
n or
acc
ompl
ishm
ent i
n th
e co
ntex
t of
thei
r w
hole
life
.T
he a
dven
ture
that
the
vete
ran
teac
hers
enc
ount
ered
alo
ng th
e w
ay to
cre
atin
gan
edi
ted
vide
o pr
esen
tati
on in
clud
ed, a
mon
g ot
her
issu
es, t
he c
hall
enge
of
mak
ing
and
keep
ing
appo
intm
ents
wit
h th
eir
part
icip
ants
; get
ting
per
mis
sion
fro
m th
eco
lleg
e’s
Inst
itut
iona
l Rev
iew
Boa
rd (
IRB
) in
a ti
mel
y w
ay; r
evie
win
g an
d ed
itin
gth
eir
vide
o fo
otag
e in
to a
ten-
min
ute
prod
uct t
hat t
old
a st
ory;
and
wri
ting
as
a cl
ass
abou
t the
bes
t “m
oves
” or
fol
low
-up
ques
tion
s th
ey u
sed
(i.e
., qu
esti
ons
they
use
d as
prom
pts
for
mor
e de
tail
ed a
nsw
ers
from
the
part
icip
ants
dur
ing
each
of
the
thre
ein
terv
iew
s).
The
stu
dent
s w
ere
aske
d to
look
at t
hese
tran
scri
pts
wit
h th
e w
hole
clas
s so
we
coul
d di
scus
s th
e fo
llow
-up
ques
tion
s ea
ch p
erso
n us
ed in
the
inte
rvie
was
sign
men
t. W
e lo
oked
for
vid
eo c
lips
that
had
eng
agin
g op
enin
g qu
esti
ons,
fol
low
-up
que
stio
ns th
at h
elpe
d th
e in
terv
iew
ee to
ext
end
his
or h
er d
escr
ipti
ons
of im
por-
tant
poi
nts,
and
cle
ar e
xam
ples
of
the
inte
rvie
wer
hav
ing
a co
mfo
rtab
le r
appo
rt w
ith
the
inte
rvie
wee
, suc
h as
not
inte
rrup
ting
the
inte
rvie
wee
unn
eces
sari
ly b
ut li
sten
ing
clos
ely
to th
e st
ory.
Acc
ordi
ng to
the
inte
rvie
wer
s’ u
nder
stan
ding
of
the
way
in w
hich
the
inte
rvie
ws
proc
eede
d to
a s
ucce
ssfu
l con
clus
ion,
the
“goo
d qu
esti
ons”
sho
wed
the
inte
rvie
wer
(a)
“cre
atin
g ra
ppor
t” a
t the
beg
inni
ng o
f an
inte
rvie
w; (
b) s
eein
g th
e “p
oten
tial
inth
e em
ergi
ng s
tory
and
kno
w[i
ng]
how
and
wha
t to
ask
in o
rder
to r
each
a d
eepe
rle
vel,”
and
(c)
avo
idin
g th
e “m
isse
d op
port
unit
y” in
whi
ch “
the
inte
rvie
wer
fai
led
tofo
llow
up
on th
e pa
rtic
ipan
t’s a
nsw
er le
avin
g w
hat w
as im
plie
d bu
t not
ext
ract
ed n
orex
cava
ted”
fro
m th
e co
mm
ent.
The
se w
ere
desc
ript
ions
the
stud
ents
incl
uded
in th
efi
nal e
dit s
crip
t for
thei
r vi
deo
pres
enta
tion
.A
“pi
tfal
l” in
vid
eo in
terv
iew
ing
skil
ls, a
ccor
ding
to th
e st
uden
ts, w
ould
sho
wth
e in
terv
iew
er w
as n
ot im
part
ial t
o th
e pe
rson
or
info
rmat
ion
offe
red
by th
e in
ter-
view
ee. T
he c
lass
dec
ided
, to
avoi
d in
flue
ncin
g th
e da
ta, t
he q
uali
tativ
e in
terv
iew
ersh
ould
mai
ntai
n an
impa
rtia
l sta
nce
duri
ng th
e in
terv
iew
pro
cess
. A
noth
er te
chni
que
the
stud
ents
agr
eed
was
use
ful i
n re
achi
ng th
is g
oal o
f th
e in
terv
iew
was
nam
ed“b
road
bru
sh-s
trok
e” q
uest
ions
. I
n th
is f
orm
of
ques
tion
ing,
the
inte
rvie
wer
fin
dsst
uden
ts o
ften
lead
to u
nint
erru
pted
, foc
used
ans
wer
s to
an
open
-end
ed q
uest
ion.
In
anot
her
form
of
inte
ract
ion
wit
h th
e pa
rtic
ipan
t tha
t the
stu
dent
s la
bele
d “f
ill i
n th
ebl
anks
,” th
e in
terv
iew
er c
ould
ask
que
stio
ns th
at a
llow
ed th
e pa
rtic
ipan
t to
focu
s an
dco
mpl
ete
the
stor
y th
at b
egin
s w
ith
a pr
ompt
abo
ut s
ome
aspe
ct o
f th
eir
jour
ney.
For
inst
ance
, the
inte
rvie
w m
ight
ask
the
pers
on to
com
plet
e th
e st
atem
ent “
for
six
year
s...”
and
wai
t to
hear
the
resp
onse
. The
stu
dent
s fo
und
ther
e w
as a
lso
a fo
rm o
fqu
esti
on th
at a
llow
ed th
e in
terv
iew
er to
“su
stai
n th
e st
ory.
” T
his
type
of
ques
tion
ing
enco
urag
ed th
e pa
rtic
ipan
t to
refl
ect a
nd e
labo
rate
upo
n th
eir
answ
er to
a q
uest
ion.
The
fin
al s
tep
in th
e in
terv
iew
pro
toco
l inv
olve
s cl
osin
g th
e in
terv
iew
. T
hest
uden
ts f
ound
in th
eir
jour
ney
wit
h th
e in
terv
iew
ser
ies
that
ther
e ar
e se
vera
l way
sto
bri
ng th
e in
terv
iew
to a
clo
se.
The
se s
trat
egie
s in
clud
e (a
) re
stat
ing
info
rmat
ion
and
seek
ing
clar
ific
atio
n at
the
end
of th
e in
terv
iew
; (b)
invi
ting
the
part
icip
ant t
o
43V
ide
o J
ou
rna
ling
The
Vid
eo S
crip
t
Vid
eo c
lips
fro
m s
ever
al o
f th
e in
terv
iew
s th
at th
e te
ache
rs c
ondu
cted
wer
e th
ense
lect
ed to
rep
rese
nt e
ach
kind
of
ques
tion
, pro
mpt
, or
foll
ow-u
p st
rate
gy th
ein
terv
iew
er u
sed
to e
lici
t inf
orm
atio
n fr
om th
e pa
rtic
ipan
t. N
egot
iati
on a
bout
the
lang
uage
and
for
m o
f th
e co
mm
ents
to b
e us
ed in
the
voic
e-ov
er o
n th
e vi
deo
pres
enta
tion
of
thes
e se
lect
ed v
ideo
cli
ps le
d th
e st
uden
ts to
fin
d w
ays
to c
omm
uni-
cate
eff
ectiv
ely
abou
t wha
t the
y ne
eded
to s
ay a
nd s
how
on
the
tele
visi
on s
cree
n.T
his
proc
ess,
as
we
all e
xper
ienc
ed it
, was
a f
orm
of
jour
nali
ng th
at a
dapt
ed it
self
wel
l to
the
vide
o co
mpo
siti
on e
nvir
onm
ent.
The
teac
hers
use
d th
eir
expe
rien
ce a
svi
ewer
s of
tele
visi
on to
mak
e de
cisi
ons
abou
t vid
eo im
ages
, scr
ipt w
riti
ng, a
nd th
ecr
eati
on o
f a
wri
ting
com
mun
ity.
Dis
cu
ssio
n
In th
is c
lass
of
expe
rien
ced
teac
hers
, the
pro
cess
of
crea
ting
inte
rvie
w p
roto
cols
,vi
deo
and
tape
rec
ordi
ng in
terv
iew
s, w
riti
ng a
n ed
it s
crip
t as
a gr
oup,
and
then
edit
ing
the
vide
o in
terv
iew
s to
cre
ate
a fi
nal v
ideo
pre
sent
atio
n, le
d to
an
unde
r-st
andi
ng o
f th
e w
ay in
whi
ch v
ideo
rec
ordi
ng c
an f
acil
itat
e re
flec
tion
and
enh
ance
dle
arni
ng. R
eadi
ng, w
riti
ng, r
efle
ctin
g, w
riti
ng, a
nd r
eadi
ng b
ecam
e liv
ed e
xper
ienc
esth
at in
flue
nced
the
choi
ces
that
the
teac
hers
mad
e in
the
clas
s.A
s w
ith
the
rese
arch
rep
orte
d by
Ban
ks-W
alla
ce (
1998
), th
e gr
adua
te s
tude
nts
also
fou
nd th
at p
arti
cipa
nts
in a
n in
terv
iew
are
mor
e w
illi
ng to
tell
sto
ries
abo
utth
emse
lves
if th
ey f
elt c
omfo
rtab
le w
ith
the
inte
rvie
wer
. B
ecau
se e
ach
of th
est
uden
ts in
terv
iew
ed s
omeo
ne w
ith
who
m th
ey h
ad a
rel
atio
nshi
p fr
om s
choo
l,w
ork,
or
thei
r fa
mil
y ci
rcle
, the
y co
uld
draw
upo
n pr
ior
know
ledg
e to
cre
ate
aco
mfo
rtab
le a
tmos
pher
e du
ring
the
inte
rvie
ws.
An
exam
ple
of th
e pr
ior
know
ledg
eaf
fect
ing
the
inte
rvie
w p
roce
ss w
as r
ecog
nize
d in
Tom
’s in
terv
iew
wit
h hi
s au
nt,
who
is a
nun
. He
was
abl
e to
ask
abo
ut h
er m
othe
r’s
resp
onse
to h
er d
ecis
ion
to jo
ina
reli
giou
s or
der
beca
use
it h
ad b
een
part
of
an o
ngoi
ng c
onve
rsat
ion
befo
re th
evi
deo
inte
rvie
w to
ok p
lace
.T
he c
lass
cho
se a
cli
p fr
om D
ee’s
vid
eo s
crip
t as
an e
xam
ple
of a
n in
terv
iew
eres
tabl
ishi
ng “
good
rap
port
” ba
sed
on a
rel
atio
nshi
p w
ith
the
inte
rvie
wee
dep
endi
ngon
the
use
of p
rior
kno
wle
dge.
Fro
m th
e in
terv
iew
wit
h a
youn
g w
rite
r w
ho w
asbe
ing
hom
e sc
hool
ed, w
e he
ard
Dee
coa
the
inte
rvie
wee
wit
h he
r co
mm
ents
:“i
f yo
u w
ant t
o st
op a
t any
tim
e, ju
st te
ll m
e. O
kay.
How
are
you
fee
ling
?” T
o hi
sre
spon
se th
at h
e fe
lt “
a li
ttle
bit
” ne
rvou
s, D
ee r
espo
nded
, “O
kay.
Tha
t’s a
ll r
ight
.T
hat’
s no
rmal
. Jus
t for
get t
he c
amer
a is
up
ther
e, ju
st th
at w
e w
ould
be
havi
ng a
disc
ussi
on a
nd ta
lkin
g ab
out y
our
life
and
you
r ex
peri
ence
s be
caus
e yo
u ha
ve a
nim
port
ant
stor
y to
tel
l. L
et’s
sta
rt f
rom
the
beg
inni
ng. Y
ou a
re i
n se
vent
h gr
ade
righ
t no
w?”
D
ee w
as a
ble
to m
ake
the
part
icip
ant c
omfo
rtab
le in
fro
nt o
f th
e vi
deo
prov
ide
new
or
addi
tion
al in
form
atio
n es
peci
ally
in a
reas
that
hav
e no
t bee
n di
s-cu
ssed
; and
(c)
off
erin
g th
e in
terv
iew
er’s
than
ks f
or th
e pa
rtic
ipan
t’s
tim
e an
d as
king
perm
issi
on to
fol
low
up
wit
h an
othe
r in
terv
iew
if it
is n
eede
d to
cla
rify
any
info
rma-
tion
pro
vide
d in
the
prev
ious
thre
e in
terv
iew
s.
cam
era
and
coax
a n
atur
al r
espo
nse
to h
er q
uest
ions
in s
pite
of
the
youn
g bo
y be
ing
anxi
ous
abou
t the
upc
omin
g in
terv
iew
.In
the
edit
scr
ipt f
or th
e vi
deo
pres
enta
tion
, the
stu
dent
s ag
reed
on
a sc
ript
aft
erre
flec
ting
on
all t
heir
inte
rvie
w tr
ansc
ript
s an
d di
scus
sing
the
step
s in
volv
ed in
doi
nga
succ
essf
ul v
ideo
inte
rvie
w.
The
cla
ss d
ecid
ed to
wri
te a
bout
the
kind
of
ques
tion
sth
at w
ould
fac
ilit
ate
a sm
ooth
inte
rvie
w jo
urne
y. T
he f
ollo
win
g is
an
exce
rpt f
rom
the
vide
o ed
it s
crip
t the
cla
ss p
rodu
ced:
Voi
ce-o
ver:
Lik
e a
wor
k of
art
, the
qua
lita
tive
inte
rvie
w b
egin
s w
ith
an id
ea.
And
, lik
e an
art
ist,
the
qual
itat
ive
rese
arch
er m
ust b
e w
illi
ng to
trus
t the
pro
cess
as th
e w
ork,
the
part
icip
ant’
s st
ory,
unf
olds
. Dur
ing
this
10-
min
ute
film
, the
wor
k of
eig
ht in
divi
dual
s w
ill i
llus
trat
e th
e qu
alit
ativ
e in
terv
iew
ing
proc
ess.
The
pro
cess
is d
ivid
ed in
to th
ree
maj
or s
teps
:
Ste
p 1:
Beg
inni
ng th
e in
terv
iew
, whi
ch in
clud
es c
reat
ing
rapp
ort,
and
gran
d to
ur
qu
esti
ons.
Ste
p 2:
Con
duct
ing
the
inte
rvie
w, w
hich
incl
udes
pro
bing
, tw
o in
terv
iew
ing
pitf
alls
, the
mis
sed
oppo
rtun
ity,
the
jour
nali
stic
sty
le, s
usta
inin
g th
e
s
tory
, bro
ad b
rush
-str
okes
, and
fil
ling
in th
e bl
anks
.
Ste
p 3:
End
ing
the
inte
rvie
w, w
hich
incl
udes
res
tati
ng in
form
atio
n an
d se
ekin
g
cl
arif
icat
ion;
invi
ting
the
part
icip
ant t
o pr
ovid
e ne
w o
r ad
diti
onal
info
r
m
atio
n; a
skin
g th
e pa
rtic
ipan
t’s a
dvic
e an
d co
unse
l; an
d, fi
nally
, allo
win
g
th
e pa
rtic
ipan
t to
eval
uate
the
stor
y ex
peri
ence
.
Muc
h li
ke th
e cy
cle
of m
eani
ng th
at P
ierc
e an
d G
ille
s (1
993)
dis
cuss
ed in
thei
r w
ork
abou
t cre
atin
g w
riti
ng in
com
mun
ity,
the
teac
hers
fou
nd th
at w
riti
ng, d
iscu
ssin
g,co
llab
orat
ing
on w
ritt
en a
nd s
poke
n co
mm
unic
atio
n sy
mbo
ls, a
nd c
hoos
ing
repr
e-se
ntat
ive
visu
als
brou
ght a
bout
a p
rodu
ct th
at w
orke
d ef
fect
ivel
y w
ithi
n an
d be
yond
thei
r im
med
iate
com
mun
ity.
Jour
nal E
ntri
es in
Res
pons
e to
the
Boo
ks
As
prev
ious
ly m
enti
oned
, lis
tser
v en
trie
s ab
out t
he b
ooks
we
read
rep
rese
nted
stud
ents
’ wil
ling
ness
to le
t go
of “
acad
emic
lang
uage
” an
d al
low
thei
r pe
rson
alex
peri
ence
s to
aff
ect t
he w
ay th
ey w
rote
abo
ut th
emse
lves
and
thei
r re
spon
ses
to th
ere
adin
gs in
mor
e in
tim
ate
way
s. T
he te
ache
rs g
ave
them
selv
es p
erm
issi
on to
cit
eth
eir
back
grou
nd k
now
ledg
e an
d “c
omm
on s
ense
” as
they
mad
e us
e of
the
read
ings
and
esta
blis
hed
conn
ecti
ons
wit
h ea
ch o
ther
as
fell
ow jo
urna
l wri
ters
. Thr
ough
this
proc
ess,
we
lear
ned
and
appr
ecia
ted
the
role
of
jour
nal k
eepi
ng in
our
live
s as
read
ers,
wri
ters
, and
teac
hers
. We
lear
ned
to a
ppre
ciat
e ho
w th
e jo
urna
ls a
lso
help
edto
est
abli
sh a
com
fort
able
env
iron
men
t in
our
clas
sroo
m. L
ike
the
inte
rvie
wer
s on
the
vide
o pr
ojec
ts w
ho e
stab
lish
ed a
goo
d ra
ppor
t wit
h th
eir
part
icip
ants
, gra
duat
est
uden
ts f
ound
a s
afe
spac
e to
tell
thei
r li
tera
cy s
tory
in th
e li
stse
rv a
s w
ell.
44V
ide
o J
ou
rna
ling
45V
ide
o J
ou
rna
ling
Res
pons
es to
Lea
rnin
g V
ideo
Wri
ting
Aft
er th
ree
wee
ks o
f co
llab
orat
ion
on th
e ed
it s
crip
t and
mak
ing
deci
sion
s ab
out
whi
ch v
ideo
cli
ps s
houl
d re
pres
ent t
he jo
urne
y of
an
inte
rvie
w o
n vi
deo,
Pam
volu
ntee
red
to d
o th
e re
visi
on o
f th
e na
rrat
or’s
scr
ipt.
Thi
s w
as a
rem
arka
ble
turn
of
even
ts s
ince
Pam
had
bee
n ve
ry r
eser
ved
in th
e cl
ass
disc
ussi
ons
unti
l tha
t poi
nt.
The
res
t of
us w
ere
visi
bly
reli
eved
and
exc
ited
whe
n sh
e to
ok o
ver
the
proc
ess
ofpo
lish
ing
the
scri
pt f
or th
e vo
ice-
over
so
ther
e w
ould
be
a un
ity
of s
tyle
in th
ew
riti
ng. W
e al
so e
ncou
rage
d Pa
m to
do
the
voic
e-ov
er w
hen
the
fina
l vid
eo p
rodu
c-ti
on w
as e
dite
d so
we
coul
d en
joy
her
soot
hing
voi
ce d
urin
g th
e pr
esen
tati
on. P
amev
entu
ally
mad
e th
ese
reve
alin
g co
mm
ents
in h
er m
idte
rm e
valu
atio
n of
the
cour
se:
“In
addi
tion
to le
arni
ng a
lot a
bout
vid
eo w
riti
ng a
nd e
diti
ng (
som
ethi
ng I
exp
ecte
d),
I’m
lear
ning
a lo
t abo
ut h
ow to
fac
ilit
ate
peer
inte
ract
ion
(som
ethi
ng I
did
n’t s
peci
fi-
cally
exp
ect t
o be
lear
ning
). I
t’s v
alue
-add
ed.”
She
als
o ad
mit
ted:
“I
appr
ecia
te th
ero
om [
the
teac
her]
giv
es f
or s
elf-
dete
rmin
atio
n of
vid
eo c
onte
nt.”
Pam
str
uggl
ed th
e m
ost,
to m
y ey
es a
nd e
ars,
wit
h th
e fr
eedo
m th
e gr
oup
was
affo
rded
on
thei
r vi
deo
wri
ting
jour
ney.
She
wan
ted
rule
s an
d w
hen
they
wer
e no
tfo
rthc
omin
g, b
eyon
d th
ose
desc
ribi
ng th
e in
terv
iew
pro
toco
l, sh
e w
ithd
rew
to a
plac
e th
at s
how
ed h
er d
isco
mfo
rt th
roug
h he
r si
lenc
e. I
t was
impo
rtan
t tha
t she
even
tual
ly f
ound
a w
ay to
mak
e th
e pr
ojec
t wor
k fo
r he
r th
roug
h th
e co
llab
orat
ion
wit
h th
e ot
her
stud
ents
on
the
vide
o sc
ript
wri
ting
and
was
abl
e to
see
how
the
noti
onof
fre
edom
ope
rate
d to
insp
ire
the
stud
ents
.A
noth
er s
tude
nt, H
aile
y, c
ompl
aine
d ab
out t
he te
chni
cal d
iffi
cult
ies
she
enco
un-
tere
d du
ring
the
sem
este
r: “
I w
ould
hav
e ap
prec
iate
d ad
diti
onal
hou
rs o
f av
aila
bili
tyof
the
Inst
ruct
iona
l Res
ourc
e C
ente
r an
d it
s va
riou
s la
bs d
urin
g w
eeke
nd h
ours
. My
wor
k ho
urs
wer
e no
t con
duci
ve to
lab
avai
labi
lity
.” H
aile
y w
orke
d as
a f
ull-
tim
eli
brar
ian
in a
pub
lic
scho
ol a
nd c
ame
to th
e un
iver
sity
just
bef
ore
clas
s st
arte
d on
cea
wee
k. H
er e
ffor
t to
get t
o th
e vi
deo
lab
on c
ampu
s be
fore
it c
lose
d w
as d
eepl
yap
prec
iate
d by
the
who
le g
roup
. Fo
rtun
atel
y, th
is te
ache
r co
mpl
eted
her
vid
eo e
dit
in ti
me
to s
hare
it w
ith
the
clas
s an
d ce
lebr
ate
her
vict
ory
over
the
over
whe
lmin
gan
xiet
y sh
e ha
d ex
peri
ence
d as
a n
ovic
e vi
deo
prod
ucer
.F
inal
ly, D
ee, a
mom
who
hom
e-sc
hool
ed h
er y
oung
dau
ghte
r an
d fo
und
our
clas
s to
be
an e
ye-o
peni
ng e
xper
ienc
e ab
out g
radu
ate
scho
ol, w
rote
: “I
lear
ned
mor
efr
om [
this
cla
ss]
and
the
othe
r st
uden
ts th
an a
ny o
ther
cul
tura
lly/e
thni
call
y di
vers
eex
peri
ence
I’v
e ha
d.”
Abo
ut th
e cl
ass
man
agem
ent,
Dee
als
o co
mm
ente
d th
at it
was
“ver
y ef
fect
ive
wit
h ap
prop
riat
e st
uden
t inp
ut.”
Des
pite
the
disc
omfo
rt th
at th
e te
ache
rs e
xpre
ssed
in th
eir
earl
y ef
fort
s to
be
coll
abor
ator
s an
d ac
tive
part
icip
ants
in le
arni
ng a
bout
vid
eo te
chno
logy
, and
thei
rst
eps
to m
aste
r th
e ar
t of
stor
ytel
ling
that
was
bei
ng in
trod
uced
to th
em, t
hey
foun
d a
way
to m
ake
the
jour
ney
thei
r ow
n. B
y ta
lkin
g th
roug
h th
eir
reac
tion
s to
tran
scri
pts,
buil
ding
a v
oice
-ove
r sc
ript
for
eac
h pa
rt o
f th
e vi
deo
pres
enta
tion
, and
app
oint
ing
acl
assm
ate
as th
e ed
itor
rat
her
than
see
king
out
side
hel
p w
ith
the
fina
l vid
eo p
rodu
c-ti
on, t
he c
lass
dev
elop
ed a
way
to w
ork
as a
team
. T
he e
volu
tion
of
this
wor
king
unit
into
a s
ucce
ssfu
l vid
eo p
rodu
ctio
n cr
ew th
at u
sed
jour
nali
ng a
s a
maj
or p
art o
fth
eir
com
mun
icat
ion
proc
ess
was
, in
my
obse
rvat
ions
as
the
cour
se in
stru
ctor
, apr
oduc
t of
the
inti
mac
y de
velo
ped
on th
e li
stse
rv a
nd th
e in
-cla
ss in
tera
ctio
n th
atw
as e
xper
ienc
ed a
s th
e vi
deo
prod
ucti
on p
roce
eded
.
Lesso
ns L
earn
ed
Jour
nali
ng h
elps
stu
dent
s co
nnec
t the
ir p
erso
nal e
xper
ienc
es to
the
cont
ent t
hey
are
lear
ning
(C
onha
im &
Pag
e, 2
003)
. The
lear
ning
that
evo
lved
fro
m th
is c
lass
did
not o
nly
take
pla
ce th
roug
h th
e re
adin
gs a
nd c
reat
ion
of a
vid
eo p
rese
ntat
ion.
Lea
rnin
g al
so o
ccur
red
in th
e di
scus
sion
s ab
out t
he r
eadi
ngs
and
refl
ecti
ons
on th
evi
deo
inte
rvie
win
g jo
urne
y. T
he ti
me
stud
ents
took
to w
rite
abo
ut th
eir
feel
ings
and
reac
tion
s to
the
thre
e bo
oks
and
vide
o tr
ansc
ript
s, d
ownl
oad
from
the
list
serv
, and
view
fil
m f
oota
ge a
llow
ed th
em to
ste
p ba
ck f
rom
thei
r em
otio
ns a
nd b
egin
toan
alyz
e th
eir
unde
rsta
ndin
gs o
n th
e m
ater
ial t
hey
wer
e le
arni
ng.
Whe
n w
e lo
oked
at
vide
o cl
ips
from
the
inte
rvie
ws
done
out
side
of
clas
s, w
e w
ere,
in e
ssen
ce, r
evie
win
gth
e jo
urna
l ent
ries
of
the
inte
rvie
wer
s an
d w
itne
ssin
g th
e le
arni
ng p
roce
ss f
rom
eac
hin
divi
dual
’s p
ersp
ectiv
e. T
he v
ideo
inte
rvie
ws
gave
us
a ch
ance
to le
arn
of e
ach
othe
r’s
rese
arch
inte
rest
s. P
am in
terv
iew
ed h
er f
rien
d w
ho h
ad s
urge
ry to
hel
p he
rlo
se w
eigh
t; L
illi
an in
terv
iew
ed a
col
leag
ue w
ho w
as th
e di
rect
or o
f a
rese
arch
uni
tth
at f
ocus
ed o
n G
ener
al E
duca
tion
al D
iplo
ma
grad
uate
s at
the
univ
ersi
ty; a
nd D
eein
terv
iew
ed c
hild
ren
in h
er n
eigh
borh
ood
who
wer
e be
ing
hom
e-sc
hool
ed. T
he c
lass
lear
ned
to a
ppre
ciat
e th
e st
yles
eac
h pe
rson
rep
rese
nted
as
they
dev
elop
ed r
elat
ion-
ship
s as
inte
rvie
wer
s w
ith
thei
r in
terv
iew
ees.
Val
was
quo
ted
in a
vid
eo e
dit o
n th
efi
nal p
rese
ntat
ion
as s
ayin
g, “
Talk
a li
ttle
bit
abo
ut y
our
expe
rien
ces
wit
h ed
ucat
ion.
Lik
e ta
ke m
e fr
om C
hris
t the
Kin
g, th
roug
h R
egin
a, th
roug
h P
erdu
e, a
nd ju
st ta
lk a
bit a
bout
thos
e bi
g th
ings
that
sta
nd o
ut in
you
r m
ind
abou
t you
r ed
ucat
ion.
” A
lso,
the
grou
p to
ok n
ote
and
lear
ned
from
the
kind
s of
exp
erie
nces
that
sha
ped
the
inte
rvie
wer
s’ r
espo
nses
to th
e in
form
atio
n th
at w
as b
eing
sha
red
by th
e in
terv
iew
ees.
Val
was
quo
ted
in th
e fi
nal e
dit s
crip
t as
aski
ng, “
Loo
king
bac
k, is
ther
e an
ythi
ngth
at y
ou f
eel t
hat y
ou m
isse
d ou
t on,
or
that
you
wou
ld w
ant t
o do
ove
r or
cha
nge
abou
t the
cho
ices
you
mad
e, o
r th
e ch
oice
s th
at w
ere
mad
e fo
r yo
u? A
bout
you
red
ucat
ion?
” W
e un
ders
tood
that
she
was
bas
ing
this
que
stio
n on
her
fri
end’
s di
ssat
-is
fact
ion
wit
h he
r li
fe a
s an
eng
inee
r.In
this
pro
cess
of
crea
ting
and
then
rev
iew
ing
jour
nals
we
lear
ned
to li
sten
clos
ely
to th
e w
rite
r’s
voic
e an
d de
velo
p ou
r ob
serv
atio
n sk
ills
. T
he w
rite
r’s
voic
ere
flec
ted
the
pers
onal
sty
le o
f co
mm
unic
atio
n th
at th
e in
divi
dual
thou
ght w
asim
port
ant t
o us
e w
ith
the
clas
s. I
n th
e ex
cerp
t use
d in
this
vid
eo e
dit t
hat r
epre
sent
sth
e te
chni
que
we
call
ed “
sust
aini
ng th
e st
ory,
” w
e ca
n he
ar C
elia
’s p
erso
nali
ty. S
heus
es tw
o pr
ompt
s to
get
her
fri
end
to ta
lk a
bout
the
diff
eren
t rea
ctio
ns.
46V
ide
o J
ou
rna
ling
The
wor
k of
the
teac
hers
in th
e vi
deo
com
posi
ng c
lass
, lik
e th
ose
doin
gm
ulti
genr
e pi
eces
, was
to “
get i
nto
the
head
” of
the
inte
rvie
wee
/cha
ract
er th
ey w
ere
repr
esen
ting
in th
e vi
deo
fram
es.
The
pro
cess
of
vide
o pr
oduc
tion
invo
lved
car
eful
rese
arch
, min
ute
anal
ysis
of
the
poss
ible
logi
c be
hind
the
inte
rvie
wee
s’ c
hoic
es in
life
, a w
illi
ngne
ss to
bri
ng th
e pe
rson
al in
to th
e pu
blic
vie
w a
s em
otio
ns w
ere
used
to id
enti
fy w
ith
and
then
rev
eal e
ach
inte
rvie
wee
’s in
tim
ate
life
, and
fin
ally
, to
reve
aljo
y in
the
disc
over
y th
at w
e ar
e al
l ult
imat
ely
the
sam
e de
spit
e th
e di
ffer
ence
s in
skin
, per
sona
lity
, and
cul
tura
l exp
ress
ions
. T
he r
efle
ctio
ns p
oste
d on
the
list
serv
prov
ided
ano
ther
can
vas
on w
hich
the
wri
ters
cou
ld e
xpre
ss th
eir
inne
r liv
es.
The
sew
ere
the
succ
essf
ul m
oves
or
choi
ces
the
stud
ents
exp
erie
nced
in th
eir
proc
essi
ng o
fth
e jo
urna
l exe
rcis
es o
ver
ten
wee
ks.
47V
ide
o J
ou
rna
ling
“Wha
t was
you
r em
otio
nal r
espo
nse
afte
r su
rger
y?”
“Dur
ing
the
8 w
eeks
that
you
wer
e at
hom
e be
fore
you
got
bac
k to
wor
k, w
hat
was
you
r em
otio
nal r
espo
nse
to w
hat y
ou w
ere
expe
rien
cing
, the
sur
gery
?”“W
e ha
d ta
lked
abo
ut [
it]
in o
ur p
revi
ous
mee
ting
abo
ut…
your
dau
ghte
rs’
phys
ical
sup
port
of
you
afte
r th
e su
rger
y…ho
w d
o yo
u th
ink
they
res
pond
edem
otio
nall
y po
st s
urge
ry?
I kn
ow th
at y
ou s
aid
that
they
wer
e ve
ry s
uppo
rtiv
epr
e-su
rger
y.”
(1.2
0.03
)
In th
is e
xcer
pt C
elia
and
her
fri
end
have
an
inti
mat
e co
nver
sati
on o
n ca
mer
a. I
nth
e ve
ry s
elec
tion
of
wor
ds u
sed
to p
rom
ote
disc
ussi
on o
f he
r fr
iend
’s e
xper
ienc
e of
the
surg
ery,
Cel
ia le
ts u
s un
ders
tand
the
natu
re o
f th
e re
lati
onsh
ip a
nd th
e ex
tent
tow
hich
she
can
pus
h th
e bo
unda
ries
of
priv
acy
to d
iscu
ss th
is d
elic
ate
expe
rien
cew
ith
this
inte
rvie
wee
. It i
s th
e to
ne o
f C
elia
’s v
oice
that
hel
ps to
com
mun
icat
e th
epe
rson
alit
y th
is w
rite
r is
ski
llfu
lly
appl
ying
to th
e vi
deo
inte
rvie
w p
roto
col.
Rea
ding
the
list
serv
mes
sage
s w
as a
s eq
uall
y im
port
ant a
s re
adin
g th
e im
ages
and
voic
es o
n th
e te
levi
sion
scr
een
whe
n w
e w
atch
ed th
e in
terv
iew
s on
vid
eo ta
pe.
Ope
rati
ng w
ith
man
y fo
rms
of c
omm
unic
atio
n sy
stem
s fa
cili
tate
d ou
r w
ay o
fco
llab
orat
ing
(Eis
ner,
1978
). T
hrou
gh th
e m
ulti
genr
e re
pres
enta
tion
of
life
and
expe
rien
ce, w
e cr
eate
d an
atm
osph
ere
of tr
ust a
nd a
ccep
tanc
e am
ong
mem
bers
of
the
clas
s an
d th
ereb
y ex
tend
ed o
ur th
inki
ng a
nd u
nder
stan
ding
of
how
lite
racy
wor
ksto
bui
ld c
omm
unit
y (B
aker
, 200
3; M
aced
o, 1
994)
. T
he w
riti
ng o
n em
ail a
ndcr
eati
on o
f vi
deo
foot
age
beca
me
an e
xpre
ssio
n of
libe
rati
on th
at w
as c
eleb
rate
d fo
rth
e de
pth
of in
sigh
t it f
acil
itat
ed a
s te
ache
rs b
roug
ht th
eir
best
thin
king
on
wri
ting
and
repr
esen
tati
on to
the
task
of
crea
ting
a f
inal
vid
eo p
rodu
ctio
n on
inte
rvie
win
gsk
ills
. Pa
m a
nd J
anic
e sh
ared
thei
r se
nse
of r
elie
f as
wri
ters
who
fou
nd it
was
acce
ptab
le to
exp
ress
thei
r ex
peri
ence
in a
per
sona
l voi
ce w
hen
they
wro
te, r
athe
rth
an u
sing
the
acad
emic
voi
ce th
ey h
ad c
ome
to f
ear
and
rese
nt. I
n Jo
urna
l 4, J
udy
wro
te a
bout
the
“har
sh p
ushi
ng”
of la
ngua
ge is
sues
in h
er r
espo
nse
to D
elpi
t’s
(200
2) c
hapt
er b
y st
atin
g,
I do
n’t k
now
whe
re th
is c
omes
fro
m; m
aybe
one
of
you
can
help
me
unde
rsta
ndw
hy s
o m
any
are
draw
n to
dic
hoto
mie
s—m
y w
ay v
s. y
our
way
—an
d no
t our
way
. Wha
t Del
pit l
ays
out i
n C
hapt
er 3
is n
ot a
n ei
ther
/or
but a
“bo
th.”
And
that
has
prom
ise.
(2-
25-0
3)
By
shar
ing
her
expe
rien
ces
on th
e is
sues
of
race
and
lang
uage
in th
is e
mai
lpo
stin
g, s
ome
of th
e cl
ass
mem
bers
wer
e ab
le to
unt
angl
e so
me
of th
eir
expe
rien
ces
as W
hite
pro
fess
iona
ls w
ho w
ere
deal
ing
wit
h th
eir
role
in p
rom
otin
g fo
rmal
lit-
erac
y. J
udy’
s cl
arit
y ab
out h
er s
tanc
e on
the
issu
e en
cour
aged
oth
er p
eopl
e in
the
grou
p to
get
thei
r th
inki
ng o
rgan
ized
on
the
subj
ect.
The
vid
eo in
terv
iew
ing
jour
ney
also
gav
e th
e cl
ass
a w
ide
rang
e of
opp
ortu
niti
esto
sho
w th
eir
expe
rtis
e in
an
area
in w
hich
the
inst
ruct
or w
as a
fac
ilit
ator
. L
etti
ngth
em c
hoos
e th
eir
topi
cs o
f re
sear
ch, f
ind
thei
r pa
rtic
ipan
ts, c
ontr
ol th
e re
cord
ing
ofth
e in
terv
iew
s, a
nd tr
ansc
ribe
the
tape
s th
ey c
reat
ed, p
erm
itte
d th
em to
be
in c
ontr
olof
thei
r cr
eativ
e pr
oces
s (D
owdy
, Ree
dus,
And
erso
n-T
hom
pkin
s, &
Hei
m, 2
004)
.W
e ha
d a
wor
ksho
p on
vid
eo e
diti
ng u
sing
App
le I
mac
sof
twar
e in
one
of
the
com
pute
r la
bora
tori
es a
t sch
ool t
hat w
as d
irec
ted
by o
ne o
f th
e te
ache
rs in
the
clas
s.
48V
ide
o J
ou
rna
ling
In th
is p
roce
ss o
f tu
rnin
g ov
er th
e re
igns
of
cont
rol t
o th
e st
uden
ts, t
hey
lear
ned
ari
tual
that
was
inte
nded
to b
e pa
ssed
on
to th
eir
stud
ents
. In
esse
nce,
my
acti
ons
and
choi
ces
show
ed a
bel
ief
that
stu
dent
s in
our
cla
ssro
oms
have
a h
igh
leve
l of
expe
r-ti
se in
fil
m a
nd v
ideo
com
posi
tion
, and
we
wou
ld b
e w
ise
to g
ive
them
a s
pace
inw
hich
they
cou
ld e
xplo
re, d
evel
op, a
nd c
eleb
rate
thes
e sk
ills
(D
owdy
, 200
5).
Imit
atin
g M
urat
a (1
997)
, the
cla
ssro
om w
as d
esig
ned
to f
acil
itat
e th
eir
expe
rien
ce o
fth
e jo
ys a
nd c
hall
enge
s of
this
kin
d of
wri
ting
com
posi
tion
.A
t lea
st tw
o te
ache
rs, P
am a
nd H
aile
y, w
ante
d to
kno
w “
whe
re w
e w
ere
goin
g”fo
r th
e fi
rst f
ive
wee
ks o
f th
e se
mes
ter.
In
othe
r w
ords
, the
y w
ante
d to
be
told
abo
uta
defi
ned
prod
uct a
nd d
irec
tion
s to
get
that
“ri
ght”
res
ult a
nd th
e “p
erfe
ct”
grad
e th
atw
ent w
ith
it.
My
insi
sten
ce th
at th
ey d
o th
e jo
urne
y an
d di
scov
er th
e pr
oduc
taw
aiti
ng th
em a
t fir
st m
ade
a fe
w p
eopl
e ir
rita
ble.
How
ever
, whe
n D
ee b
roug
ht in
aro
ugh
edit
of
her
vide
o pr
esen
tati
on it
cha
nged
the
atm
osph
ere
in th
e cl
ass
for
the
rest
of
the
sem
este
r. S
ince
Dee
got
up
the
cour
age
to e
xper
imen
t wit
h th
e ed
itin
gso
ftw
are
on h
er o
wn,
out
side
of
clas
s, s
he w
as a
ble
to f
igur
e ou
t the
sto
ry s
hew
ante
d to
pre
sent
at t
he e
nd o
f th
e in
terv
iew
jour
ney
on th
e to
pic
of h
ome-
scho
ol-
ing.
Luc
kily
, Dee
had
exp
erie
nce
wit
h vi
deo
prod
ucti
on f
rom
her
ear
lies
t col
lege
days
. S
he a
lso
had
a hu
sban
d w
ho ta
ught
vid
eo te
chno
logy
at a
hig
h sc
hool
bef
ore
com
plet
ing
his
diss
erta
tion
on
vide
o co
mpo
siti
on.
We
wer
e fo
rtun
ate
this
teac
her
had
the
supp
ort s
yste
m th
at m
ade
it p
ossi
ble
for
her
to v
entu
re o
ut in
to u
nkno
wn
terr
itor
y as
a v
ideo
pro
duce
r. D
ee’s
vid
eo s
tory
was
wel
l-li
t, th
e so
und
qual
ity
was
good
, and
the
part
icip
ants
wer
e en
gagi
ng.
By
the
tim
e D
ee g
ot f
eedb
ack
on th
equ
alit
y of
the
vide
o pr
oduc
tion
fro
m th
e cl
ass,
she
adm
itte
d th
at s
he h
ad e
xper
ienc
edth
e ki
nd o
f su
ppor
t fo
r a
wri
ting
ass
ignm
ent
she
had
not
enjo
yed
befo
re t
hat
occa
sion
. S
he s
ubse
quen
tly
wen
t hom
e an
d re
vise
d th
e vi
deo
pres
enta
tion
to c
reat
ea
shor
ter
vers
ion
and
then
con
stru
cted
an
outl
ine
of a
jour
nal a
rtic
le th
at d
iscu
ssed
the
issu
e of
hom
e-sc
hool
ing
in th
e st
ate
whe
re s
he w
as r
aisi
ng h
er d
augh
ter.
Dee
late
r pr
esen
ted
her
vide
o an
d re
sear
ch a
t the
200
3 N
atio
nal R
eadi
ng C
onfe
renc
e in
Sco
ttsd
ale,
Ari
zona
.
Fu
ture
Dir
ecti
on
s
The
impl
icat
ions
for
fut
ure
use
of th
is jo
urna
l app
roac
h in
cla
ssro
oms
poin
t in
the
dire
ctio
n of
qua
lity
-sit
e fa
cili
ties
for
vid
eo p
rodu
ctio
n. W
itho
ut th
e ad
equa
tesu
ppor
t of
tech
nolo
gy a
vail
able
to te
ache
rs f
or ta
ping
, edi
ting
, and
doi
ng v
oice
-ov
ers,
the
prod
ucti
on a
spec
t of
vide
o co
mpo
siti
on w
ill r
un o
n fa
llow
gro
und.
The
idea
of
vide
o co
mpo
siti
on w
ill a
lso
cont
inue
to r
emai
n a
myt
h ra
ther
than
a f
act i
nm
ost o
f ou
r sc
hool
s if
teac
hers
are
not
wil
ling
to e
xper
imen
t wit
h vi
deo
cam
eras
inth
e si
mpl
est s
etti
ngs,
suc
h as
inte
rvie
ws.
Fut
ure
rese
arch
on
the
topi
c of
teac
her
educ
atio
n in
vid
eo p
rodu
ctio
n as
a f
orm
of li
tera
cy w
ould
be
wor
thw
hile
if it
cam
e fr
om th
e te
ache
rs in
volv
ed in
the
proc
ess
of le
arni
ng a
nd u
sing
vid
eo te
chno
logy
. T
heir
insi
de v
iew
of
(a)
the
expe
rien
ce o
fbe
com
ing
lite
rate
in th
is f
orm
of
com
mun
icat
ion
and
(b)
iden
tify
ing
the
poin
t of
view
of
basi
c le
vel s
tude
nts
of f
orm
al li
tera
cy w
ould
hel
p to
exp
and
our
know
ledg
eba
se a
bout
teac
hing
in li
tera
cy c
lass
room
s.
49V
ide
o J
ou
rna
ling
Fin
ally
, fro
m a
tech
nica
l asp
ect,
mak
ing
tran
scri
pts,
pos
ting
the
scri
pts
onli
nevi
a th
e li
stse
rv, a
nd th
en r
eadi
ng a
ll th
ose
docu
men
ts p
oste
d by
oth
ers
in th
e cl
ass
was
bur
dens
ome.
The
hec
tic
pace
of
prod
ucti
on is
one
of
the
issu
es w
ith
whi
chst
uden
ts h
ad to
gra
pple
. It f
orce
d th
em to
lear
n be
tter
tim
e m
anag
emen
t in
the
mid
stof
thei
r du
ties
as
fam
ily
mem
bers
, tea
cher
s, s
tude
nts,
wri
ters
, and
vid
eo p
rodu
cers
.T
hey
felt
they
nee
ded
to le
arn
to c
onte
nd w
ith
this
cha
llen
ge d
urin
g th
eir
trai
ning
inth
e pr
ogra
m, r
athe
r th
an la
ter
whe
n th
ey w
ere
impl
emen
ting
inno
vativ
e pr
ogra
ms
inth
eir
clas
sroo
ms.
Refe
ren
ces
Atw
ell,
N. (
1998
). I
n th
e m
iddl
e: N
ew u
nder
stan
ding
abo
ut w
riti
ng, r
eadi
ng, a
ndle
arni
ng.
Por
tsm
outh
, NH
: B
oynt
on/C
ook.
Bak
er, J
. (20
03).
Tri
ling
uali
sm.
In L
. Del
pit &
J. K
. Dow
dy, (
Eds
.), T
he s
kin
that
we
spea
k: T
houg
hts
on la
ngua
ge a
nd c
ultu
re in
the
clas
sroo
m (
pp. 4
9-62
).N
ew Y
ork:
The
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ss.
Ban
ks-W
alla
ce, J
. (19
98).
Em
anci
pato
ry p
oten
tial
of
stor
ytel
ling
in a
gro
up. I
mag
e:Jo
urna
l of N
ursi
ng S
chol
arsh
ip, 3
0(1)
, 17-
21.
Bou
d, D
., C
ohen
, R.,
& W
alke
r, D
. (19
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Usi
ng e
xper
ienc
e fo
r le
arni
ng.
Buc
king
ham
, Uni
ted
Kin
gdom
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iety
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earc
h in
to H
ighe
r E
duca
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Ope
n U
nive
rsit
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ress
.C
alki
ns, L
. M. (
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). T
he a
rt o
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sona
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rnal
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ew u
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orm
atio
n To
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ox, C
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elpi
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amer
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emal
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rnal
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ne B
lack
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urne
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ith
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he H
igh
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ide
o J
ou
rna
ling
Aut
hor
Bio
grap
hy
J
oann
e K
ilgo
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owdy
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D.,
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n A
ssoc
iate
Pro
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or o
f Ado
lesc
ent/
Adu
lt
Lit
erac
y at
Ken
t Sta
te U
nive
rsit
y in
the
depa
rtm
ent o
f Te
achi
ng, L
eade
rshi
p,
and
Cur
ricu
lum
and
Ins
truc
tion
. Her
maj
or r
esea
rch
inte
rest
s in
clud
e w
omen
and
li
tera
cy, d
ram
a in
edu
catio
n, a
nd v
ideo
tech
nolo
gy in
qua
litat
ive
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mai
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w li
tera
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ns: A
n in
terd
isci
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sch
ool
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tern
civ
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atio
n cl
ass.
Jou
rnal
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dole
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Adu
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iter
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t Am
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ress
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urat
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ngli
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rt f
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ashi
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No
ta B
en
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Bo
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orn
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Wor
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vent
Tra
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Ent
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the
Cla
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Can
Tea
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sSu
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t St
uden
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Mad
men
Are
Run
ning
the
Wor
ld?
Abi
gail
McN
amee
and
Mia
Mer
curi
o
The
way
we
thin
k ab
out l
ife
and
our
own
safe
ty c
hang
ed a
fter
Sep
tem
ber
11,
2001
. A
ltho
ugh
the
atta
cks
occu
rred
fiv
e ye
ars
ago,
the
inci
dent
s of
terr
oris
m th
atha
ve f
ollo
wed
all
ow f
or n
o po
ssib
ilit
y of
ret
urni
ng to
an
earl
ier
illu
sion
of
safe
ty.
The
eve
nts
of S
epte
mbe
r 11
and
the
post
-Sep
tem
ber
11 w
orld
hav
e he
ight
ened
fea
rsin
all
of
us:
chil
dren
, ado
lesc
ents
, col
lege
stu
dent
s, a
nd te
ache
r ed
ucat
ors.
The
yha
ve h
eigh
tene
d ou
r se
nse
of v
ulne
rabi
lity
as
we
see
and
imag
ine
deta
ils
of th
ecu
rren
t war
on
terr
or a
nd r
ecog
nize
the
pote
ntia
l for
fut
ure
acts
of
viol
ence
. The
seev
ents
sho
uld
have
aff
ecte
d ho
w w
e ed
ucat
e te
ache
rs.
Teac
hers
, and
the
stud
ents
we
teac
h, n
eed
help
as
we
try
to m
ake
sens
e of
, and
func
tion
in, a
wor
ld th
at s
eem
s to
be
run
by m
adm
en:
a w
orld
whe
re “
the
sky
can
fall
, tho
usan
ds d
ie, w
ar is
pro
clai
med
, and
our
sen
se o
f sa
fety
and
sec
urit
y di
sap-
pear
s in
a d
ay”
(Gre
enm
an, 2
001,
p. 6
). U
nfor
tuna
tely
, we
cann
ot c
reat
e en
viro
n-m
ents
in w
hich
saf
ety
is g
uara
ntee
d. W
hat w
e ca
n do
is c
reat
e en
viro
nmen
ts th
at a
reph
ysic
ally
and
psy
chol
ogic
ally
as
safe
as
we
can
mak
e th
em.
Chi
ldre
n an
d ad
oles
-ce
nts
need
the
illu
sion
that
they
are
saf
e—th
ey n
eed
to f
eel s
afe—
so th
ey c
ande
velo
p in
a h
ealt
hy w
ay (
McN
amee
& M
ercu
rio,
in p
ress
). B
ut it
is a
n “i
llus
ion”
beca
use
in r
eali
ty s
afet
y is
nev
er g
uara
ntee
d fo
r an
yone
. T
raum
atic
eve
nts
are
ofte
nex
peri
ence
d vi
cari
ousl
y in
stu
dent
s’ li
ves,
but
they
are
als
o so
met
imes
exp
erie
nced
firs
t-ha
nd.
Teac
hers
nee
d he
lp in
cop
ing
wit
h ea
ch ty
pe o
f ev
ent.
Jano
ff-B
uhlm
an (
1992
) de
scri
bes
the
“sha
tter
ing
of il
lusi
ons”
—on
e of
them
bein
g th
e il
lusi
on o
f sa
fety
—th
at ta
kes
plac
e w
hen
we
expe
rien
ce tr
aum
a.
Mud
laff
(200
0) w
rite
s th
at w
hen
chil
dren
exp
erie
nce
viol
ence
thei
r be
lief
sys
tem
is c
alle
din
to q
uest
ion:
52B
oo
k C
orn
er
Suc
h ch
ildr
en’s
sen
se o
f se
curi
ty a
nd s
afet
y ha
s be
en th
reat
ened
, whi
ch c
anno
the
lp b
ut c
hang
e th
eir
view
of
the
wor
ld.
Thi
s is
a v
ery
real
loss
for
a c
hild
and
shou
ld b
e vi
ewed
as
an e
xper
ienc
e th
at c
ause
s gr
ief,
muc
h li
ke th
e de
ath
ofso
meo
ne th
ey lo
ve. (
p. 3
0)
Whe
n ch
ildr
en a
nd a
dole
scen
ts b
ecom
e vi
cari
ousl
y aw
are
of w
ar, l
arge
-sca
levi
olen
ce, a
nd te
rror
ism
, the
ir il
lusi
on o
f sa
fety
may
bec
ome
brui
sed.
Whe
n th
eyex
peri
ence
thes
e ev
ents
fir
st-h
and,
thei
r il
lusi
on o
f sa
fety
may
be
muc
h m
ore
seri
ousl
y da
mag
ed.
The
bru
isin
g m
ay ta
ke th
e fo
rm o
f w
orry
ing
abou
t whe
ther
the
adul
ts in
thei
r li
fe, w
hom
they
hav
e as
sum
ed to
be
pow
erfu
l eno
ugh
to g
uara
ntee
thei
r sa
fety
, may
not
be
able
to k
eep
them
saf
e; m
ore
seri
ous
dam
age
may
take
the
form
of
fear
of
loss
, or
actu
al lo
ss, o
f fa
mil
y m
embe
rs, f
rien
ds.
Whe
n ei
ther
hap
-pe
ns, t
he il
lusi
on o
f sa
fety
nee
ds to
be
re-e
stab
lish
ed.
Teac
hers
nee
d to
be
able
tore
spon
d w
hen
stud
ents
exp
erie
nce
vica
riou
s tr
aum
atic
eve
nts.
As
on S
epte
mbe
r 11
,th
ey s
omet
imes
exp
erie
nce
the
trau
mat
ic e
vent
fir
st-h
and
them
selv
es w
hile
bei
ng th
efi
rst-
resp
onde
rs f
or th
eir
stud
ents
.W
e ca
nnot
avo
id in
tegr
atin
g, in
to o
ur te
ache
r-ed
ucat
ion
prog
ram
s, h
elp
for
teac
hers
in c
reat
ing
or r
ecre
atin
g an
illu
sion
of
safe
ty.
Suc
h he
lp d
oes
exis
t in
the
form
of
lite
ratu
re f
ocus
ed o
n tr
aum
a pr
oduc
ed b
efor
e an
d af
ter
2001
and
wri
tten
for
adul
t- a
nd c
hild
-rea
ders
. Tex
ts f
ocus
ed o
n tr
aum
a ex
iste
d pr
evio
usly
for
pro
fess
ion-
als;
chi
ldre
n’s
book
s al
so e
xist
ed, f
ocus
ing
prim
aril
y on
war
. W
hat f
ollo
ws,
how
-ev
er, i
s a
smal
l sam
plin
g of
wha
t has
bec
ome
avai
labl
e af
ter
the
trau
mat
ic a
ttac
ks o
fS
epte
mbe
r 11
, 200
1.
The
se r
esou
rces
off
er s
peci
fic
info
rmat
ion
on h
ow c
hild
ren,
adol
esce
nts,
and
adu
lts
reac
t to
trau
mat
ic e
vent
s an
d in
form
atio
n on
wha
t is
need
ed.
Som
e re
sour
ces
offe
r a
mod
el th
at c
an b
e ad
apte
d to
new
trau
mat
ic e
vent
s of
how
teac
hers
and
oth
ers
resp
onde
d.
Gre
enm
an b
eaut
iful
ly o
rgan
izes
the
info
rmat
ion
cont
aine
d in
this
boo
k ad
dres
sing
how
we
feel
whe
n ch
ildr
en n
eed
our
help
, com
mon
em
otio
nal r
eact
ions
to tr
aum
a,co
mm
on c
hang
es in
beh
avio
r, ta
king
car
e of
Fo
r Teach
ers
Wha
t H
appe
ned
to t
he W
orld
? H
elpi
ng C
hild
ren
Cop
e in
Tur
bule
nt T
imes
Wri
tten
by
Jim
Gre
enm
anB
righ
tHor
izon
s.co
m (
2001
)A
vail
able
as
a do
wnl
oad
at n
o ch
arge
at
http
://w
ww
.bri
ghth
oriz
ons.
com
/tal
k to
chi
ldre
n/do
cs/w
hath
app.
Wri
tten
soo
n af
ter
Sep
tem
ber
11, t
his
smal
l boo
k be
gins
:
Chi
ldre
n’s
lives
hav
e al
way
s be
en m
arke
d by
cha
nge.
Eac
h da
y br
ings
new
reve
latio
ns th
at li
fe is
fille
d w
ith s
torm
s as
wel
l as
suns
hine
. N
o ch
ild u
ltim
atel
yes
cape
s fr
om th
e ex
peri
ence
of
fear
, los
s, g
rief
, and
trau
ma.
But
ext
raor
dina
ryev
ents
that
sha
tter
the
sens
e of
sec
urit
y of
eve
ryon
e th
ey k
now
and
love
put
apa
rtic
ular
pre
ssur
e on
the
adul
t in
thei
r liv
es to
be
at th
eir
best
as
pare
nts
and
care
give
rs (
p. 6
).
53B
oo
k C
orn
er
your
self
whi
le u
nder
stan
ding
and
sup
port
ing
chil
dren
...an
d th
ese
topi
cs a
re ju
st th
ebe
ginn
ing,
a p
repa
rati
on f
or w
hat t
each
ers
need
to b
e ef
fect
ive.
The
bal
ance
of
the
book
is d
ivid
ed b
y th
e pa
rtic
ular
nee
ds o
f ch
ildr
en a
ccor
ding
to a
ge: c
hild
ren
unde
rth
ree,
pre
scho
ol c
hild
ren,
ele
men
tary
sch
ool-
age
chil
dren
, and
juni
or a
nd h
igh-
scho
ol c
hild
ren.
It c
oncl
udes
wit
h ch
ange
s w
e ca
n im
plem
ent t
o he
lp c
hild
ren
cope
wit
h st
ress
, how
to a
nsw
er c
hild
ren’
s qu
esti
ons,
issu
es o
f m
ilit
ary
serv
ice
and
resp
ect f
or o
ther
s, ti
ps f
or te
ache
rs, a
nd w
ebsi
tes
on c
hild
ren
and
stre
ss.
For
ever
Aft
er:
New
Yor
k C
ity
Tea
cher
s on
9/1
1A
ntho
logy
Col
lect
ed b
y Te
ache
rs C
olle
ge P
ress
Forw
ard
by M
iche
lle
Fin
e an
d M
axin
e G
reen
eN
Y:
Teac
hers
Col
lege
Pre
ss (
2006
)
Thi
s co
llec
tion
of
essa
ys, j
ust r
elea
sed
in J
uly,
is w
ritt
en b
y te
ache
rs in
the
New
Yor
k C
ity
publ
ic s
choo
ls. I
t doc
umen
ts th
e ex
peri
ence
s m
any
teac
hers
in N
ew Y
ork
Cit
y fa
ced
in c
arin
g fo
r th
eir
stud
ents
on
Sep
tem
ber
11, 2
001,
and
for
man
y da
ys,
mon
ths,
and
yea
rs a
fter
.
Fo
r S
tud
en
ts
Sept
embe
r 12
th: W
e K
new
Eve
ryth
ing
Wou
ld B
e A
ll R
ight
Wri
tten
by
stud
ents
of M
aste
rson
Ele
men
tary
Sch
ool i
n K
enne
tt, M
isso
uri
New
Yor
k: S
chol
asti
c (2
002)
Rec
omm
ende
d fo
r ag
es 5
and
up
Wit
h th
e he
lp o
f th
eir
teac
her,
the
18 c
hild
ren
in R
ober
tson
’s f
irst
-gra
de c
lass
tell
the
stor
y of
Sep
tem
ber
11 a
nd 1
2 in
thei
r w
ords
. T
hey
also
cre
ated
all
the
artw
ork
pres
ente
d in
the
stor
y. T
he b
ook
begi
ns w
ith
a de
scri
ptio
n of
the
even
ts o
fS
epte
mbe
r 11
. T
he f
ollo
win
g pa
ges,
how
ever
, con
cent
rate
on
the
next
day
: “S
ep-
tem
ber
12 w
as a
new
day
. W
e kn
ew e
very
thin
g w
ould
be
all r
ight
, bec
ause
…th
e su
nca
me
up a
nd th
e bi
rds
star
ted
to s
ing
agai
n.”
The
boo
k en
ds w
ith
the
sun
com
ing
upye
t aga
in, o
ne d
ay la
ter.
The
last
pag
e is
a s
tron
g re
min
der
of th
e bo
ok’s
mes
sage
:“N
OT
the
end.
”T
he f
irst
-gra
ders
are
can
did
wit
h th
e re
ader
not
onl
y in
thei
r w
ords
but
in th
eir
draw
ings
. T
he v
ocab
ular
y is
uni
quel
y a
firs
t-gr
ader
’s le
xico
n. T
he c
hild
-aut
hors
are
the
narr
ator
s, a
nd r
eade
rs le
arn
abou
t the
ir f
eeli
ngs
thro
ugh
the
chil
dren
’s w
ords
and
draw
ings
. A
chi
ld-r
eade
r co
uld
easi
ly id
enti
fy w
ith
the
chil
dren
who
wro
te th
isst
ory
know
ing
that
oth
er c
hild
ren
expe
rien
ced
wha
t the
y ex
peri
ence
d an
d fe
lt a
s th
eydi
d. M
any
chil
dren
exp
erie
nced
Sep
tem
ber
11 in
muc
h th
e sa
me
way
as
did
the
auth
ors
them
selv
es.
Thi
s bo
ok d
oes
a re
mar
kabl
e jo
b of
hel
ping
the
chil
d-re
ader
und
erst
and
it is
acce
ptab
le to
fee
l fri
ghte
ned,
bec
ause
wri
ters
—th
eir
peer
s—ha
ve e
xpre
ssed
the
sam
e fe
elin
g. T
he r
efra
in “
ever
ythi
ng w
ould
be
all r
ight
” is
rep
eate
d th
roug
hout
the
book
. C
omm
on e
xper
ienc
es, s
uch
as g
oing
bac
k to
sch
ool,
seei
ng a
teac
her’
ssm
ilin
g fa
ce, r
eadi
ng s
tori
es, a
nd s
ingi
ng th
e N
atio
nal A
nthe
m, h
ave
help
ed c
hild
ren
acro
ss A
mer
ica
feel
saf
e ag
ain.
54B
oo
k C
orn
er
On
Tha
t D
ayW
ritt
en b
y A
ndre
a Pa
tel
NY
: S
tar
Roo
t Pre
ss (
2001
)R
ecom
men
ded
for
ages
3 a
nd u
p
On
Tha
t Day
res
pond
s to
the
viol
ent e
vent
s of
Sep
tem
ber
11. T
he b
ook’
sm
essa
ge s
ugge
sts
that
eve
n th
ough
bad
thin
gs h
appe
n in
the
wor
ld, i
ndiv
idua
lpe
ople
alw
ays
have
a c
hoic
e to
do
good
thin
gs.
The
aut
hor
uses
lang
uage
you
ngch
ildr
en c
an u
nder
stan
d, e
xpla
inin
g th
at “
som
etim
es b
ad th
ings
hap
pen
beca
use
peop
le a
ct in
mea
n w
ays
and
hurt
eac
h ot
her
on p
urpo
se.”
Alt
houg
h th
ere
are
nosp
ecif
ic c
hara
cter
s in
this
boo
k, th
e au
thor
dra
ws
the
chil
d-re
ader
into
a s
hare
dex
peri
ence
. S
he w
rite
s, “
Whe
ther
you
’re
thre
e ye
ars
old,
or
thir
teen
yea
rs o
ld, o
rth
irty
yea
rs o
ld, o
r on
e-hu
ndre
d an
d th
ree
year
s ol
d, y
ou c
an h
elp.
” T
he b
ook
goes
on to
list
all
the
thin
gs a
chi
ld-r
eade
r ca
n do
, suc
h as
sha
ring
, pla
ying
, lau
ghin
g, a
ndbe
ing
kind
to o
ther
s. T
he s
tory
rea
ssur
es th
e ch
ild
that
“w
hen
bad
thin
gs h
appe
n,on
ly a
sm
all p
iece
of
the
wor
ld b
reak
s. N
ot th
e w
hole
wor
ld.”
The
aut
hor
take
s th
epo
siti
on th
at u
ltim
atel
y th
e go
odne
ss o
f pe
ople
wil
l win
ove
r ba
dnes
s.C
hild
ren
are
enco
urag
ed to
fee
l the
y ar
e no
t alo
ne, t
hat m
any
peop
le f
elt f
earf
ul,
sad,
or
angr
y w
hen
the
Uni
ted
Sta
tes
was
att
acke
d on
Sep
tem
ber
11. T
he b
ook
atte
mpt
s to
rea
ssur
e re
ader
s an
d he
lp th
em f
eel i
t is
appr
opri
ate
for
them
to e
xper
i-en
ce f
ear,
sadn
ess,
ang
er, a
nd a
nxie
ty a
bout
vio
lent
eve
nts.
Ad
dit
ion
al T
itle
s
Her
e ar
e ot
her
book
s te
ache
rs a
nd th
eir
stud
ents
may
find
hel
pful
:
Und
erst
andi
ng S
epte
mbe
r 11
th: T
he R
ight
Que
stio
ns a
bout
the
Att
acks
on
Am
eric
aW
ritt
en b
y M
itch
Fra
nkN
Y:
Vik
ing
Juve
nile
(20
02)
Rec
omm
ende
d fo
r ag
es 8
and
up
Wri
tten
by
a Ti
me
mag
azin
e re
port
er, t
his
book
is o
rgan
ized
in th
e fo
rmat
of
ques
tion
s th
at y
oung
peo
ple
may
ask
abo
ut th
e ev
ents
. F
rank
ans
wer
s th
e qu
esti
ons
in a
n ho
nest
and
eas
y-to
-und
erst
and
fash
ion.
The
Day
Tha
t Was
Dif
fere
nt:
Sept
embe
r 11
, 200
1: W
hen
Ter
rori
sts
Att
acke
d A
mer
ica
(It’
s H
appe
ning
to
U.S
.)W
ritt
en b
y C
arol
e M
arsh
Chi
cago
, IL
: Gal
lopa
de I
nter
nati
onal
Pre
ss (
2001
)R
ecom
men
ded
for
ages
4 th
roug
h 8
Thi
s is
a f
actu
al, y
et s
ensi
tive,
boo
k th
at p
rovi
des
info
rmat
ion
for
chil
dren
to u
nder
-st
and
in a
n ea
sy-t
o-re
ad m
anne
r. To
pics
incl
ude:
• O
ther
Day
s T
hat W
ere
Dif
fere
nt•
The
Gov
ernm
ent i
n C
harg
e: W
hat H
appe
ns W
hen
Am
eric
a S
uffe
rs a
n A
ttac
k?
55B
oo
k C
orn
er
• T
he G
eogr
aphy
of
Terr
oris
m (
map
act
ivit
y of
per
tine
nt lo
cati
ons)
• W
hat I
s th
e W
orld
Tra
de C
ente
r?•
Wha
t Is
the
Pen
tago
n? W
hy D
id th
e Te
rror
ists
Pic
k on
It?
• W
hat I
s Is
lam
? W
ho A
re M
usli
ms?
• W
hat I
s Te
rror
ism
? W
hy D
oes
it E
xist
? Is
it N
ew in
His
tory
?•
Lan
d of
the
Free
: How
a D
emoc
rati
c C
ount
ry I
s D
iffe
rent
• H
ome
of th
e B
rave
: The
y C
ame
to H
elp—
Fir
efig
hter
s, P
olic
e, th
e M
ilit
ary,
Civ
ilia
n V
olun
teer
s•
I W
ant t
o H
elp!
: Wha
t Kid
s, F
amil
ies,
and
Sch
ools
Can
Do
to H
elp
• W
hat G
ood
Can
Com
e Fr
om th
is E
xper
ienc
e?•
Tole
ranc
e an
d Y
our
Rol
e as
a S
tude
nt•
Dea
r D
iary
: A P
age
to R
ecor
d Y
our
Fee
ling
s•
Dea
r F
rien
d: A
Let
ter
to W
rite
• M
y Q
uest
ions
for
Fur
ther
Dis
cuss
ion
(Mar
sh, 2
001)
The
New
Yor
k T
imes
: A N
atio
n C
halle
nged
, You
ng R
eade
r’s
Edi
tion
Wri
tten
by
the
staf
f of T
he N
ew Y
ork
Tim
esN
Y:
Sch
olas
tic
(200
2)R
ecom
men
ded
for
ages
9 th
roug
h 14
Cre
ated
on
the
firs
t ann
iver
sary
of
Sep
tem
ber
11, t
he e
dito
rs a
nd s
taff
of
The
New
Yor
k Ti
mes
pub
lish
ed p
ictu
res
and
text
that
had
run
ori
gina
lly
in T
he T
imes
over
the
prev
ious
yea
r. T
hey
succ
eede
d in
fin
ding
age
-app
ropr
iate
mat
eria
l for
the
reco
mm
ende
d ag
e gr
oup.
Wit
h T
heir
Eye
s: S
epte
mbe
r 11
th—
The
Vie
w f
rom
aH
igh
Scho
ol a
t G
roun
d Z
ero
Wri
tten
by
Ann
ie T
hom
asN
Y:
Har
per
Tem
pest
(20
02)
Rec
omm
ende
d fo
r ag
es 1
2 an
d up
Thi
s bo
ok w
as w
ritt
en b
y an
Eng
lish
teac
her
at S
tuyv
esan
t Hig
h S
choo
l, w
hich
was
loca
ted
four
blo
cks
from
the
Wor
ld T
rade
Cen
ter.
The
col
lect
ion
of te
n st
uden
tin
terv
iew
s al
low
s th
e re
ader
to u
nder
stan
d a
uniq
ue p
ersp
ectiv
e of
that
day
fro
m a
grou
p of
unl
ikel
y ob
serv
ers.
Dog
Her
oes
of S
epte
mbe
r 11
th: A
Tri
bute
to
Am
eric
a’s
Sear
ch-
and-
Res
cue
Dog
sW
ritt
en b
y N
ona
Kil
gore
Bau
erA
llen
hurs
t, N
J: K
enne
l Clu
b B
ooks
(20
06)
Rec
omm
ende
d fo
r ag
es 1
0 an
d up
Alt
houg
h it
took
fiv
e ye
ars
afte
r S
epte
mbe
r 11
for
this
boo
k to
be
wri
tten
, it w
asw
orth
the
wai
t. T
his
book
tell
s th
e co
urag
eous
sto
ries
of
man
y se
arch
-and
-res
cue
dogs
and
thei
r ha
ndle
rs a
t Gro
und
Zer
o, th
e P
enta
gon,
and
the
Fre
sh K
ills
Lan
dfil
l.R
eade
rs w
ill l
earn
abo
ut th
e he
roic
eff
orts
of
man
and
ani
mal
s al
ike.
Fin
al T
ho
ug
hts
The
titl
e of
this
Boo
k C
orne
r is
take
n fr
om C
harl
es S
imic
’s (
2006
) po
em e
ntit
led
“Mad
men
Are
Run
ning
the
Wor
ld”
that
rec
entl
y ap
pear
ed in
The
New
Yor
ker.
Whi
leth
e po
em it
self
is s
omew
hat o
bliq
ue a
nd p
roba
bly
mea
nt to
be
a m
etap
hor
of a
wor
ldgo
ne m
ad, r
un b
y m
ad…
wel
l, pe
rson
s, th
e ti
tle
capt
ures
the
tim
e in
whi
ch w
e liv
ean
d te
ach.
Our
wor
ld, n
ow, i
s no
t onl
y di
ffic
ult t
o un
ders
tand
but
dan
gero
us. O
uril
lusi
on o
f sa
fety
is v
ulne
rabl
e as
we
expe
rien
ce v
icar
ious
ly a
nd f
irst
-han
d a
wor
ldth
at h
as s
eem
ingl
y go
ne m
ad. T
each
ers
and
thei
r st
uden
ts a
re le
ft c
opin
g w
ith
this
new
rea
lity
. We
beli
eve
thes
e re
sour
ces
may
hel
p.
56B
oo
k C
orn
er
Refe
ren
ces
Gre
enm
an, J
. (20
01).
Wha
t hap
pene
d to
the
wor
ld?
Hel
ping
chi
ldre
n co
pe in
turb
ulen
t tim
es.
brig
htho
rizo
ns.c
om.r
etre
ival
at h
ttp:
//w
ww
.bri
ghth
oriz
ons.
com
/ta
lkto
chil
dren
/doc
swha
thap
p.pd
fJa
noff
-Buh
lman
, R. (
1992
). S
hatte
red
assu
mpt
ions
. N
Y:
Sim
on &
Sch
uste
r.M
cNam
ee, A
., &
Mer
curi
o, M
. (in
pre
ss).
Pic
ture
boo
ks: C
an th
ey h
elp
care
give
rs c
reat
e an
illu
sion
of
safe
ty f
or c
hild
ren
in u
nsaf
e ti
mes
?Pe
rspe
ctiv
es o
n U
rban
Edu
cati
on. R
etri
eval
at h
ttp:
//w
ww
.urb
aned
jour
nal.o
rg.
Mud
laff
, S. (
2000
). A
not
e to
par
ents
and
car
egiv
ers.
In
M. M
. Hol
mes
(E
d.).
A te
rrib
le th
ing
happ
ened
. Was
hing
ton,
DC
: Im
agin
atio
n P
ress
.S
imic
, C. (
2006
, Jul
y 24
). M
adm
en a
re r
unni
ng th
e w
orld
. The
New
Yor
ker.
NY
:C
onte
Nas
t Pub
lica
tion
s. Aut
hor
Bio
grap
hies
Abi
gail
McN
amee
, Ed.
D.,
Ph.
D.,
is C
hair
of
the
Dep
artm
ent o
f E
arly
Chi
ldho
odat
Leh
man
Col
lege
/Cit
y U
nive
rsit
y of
New
Yor
k, p
rofe
ssor
of
earl
y ch
ildh
ood,
and
a ch
ild
psyc
hoth
erap
ist.
Her
res
earc
h in
tere
sts
incl
ude
chil
dren
’sco
ncep
tual
izat
ion
of th
eir
cult
ural
gro
up, d
eath
, and
div
orce
, as
wel
l as
help
ing
chil
dren
cop
e w
ith
stre
ss a
nd tr
aum
a. E
mai
l: a
biga
il.m
cnam
ee@
lehm
an.c
uny.
edu
Mia
Mer
curi
o, E
d.D
., is
Ass
ista
nt P
rofe
ssor
of
Lit
erac
y in
the
Dep
artm
ent o
fE
arly
Chi
ldho
od a
nd C
hild
hood
Edu
cati
on a
t Leh
man
Col
lege
/Cit
y U
nive
rsit
y of
New
Yor
k. H
er r
esea
rch
inte
rest
s in
clud
e th
e us
e of
pic
ture
book
s to
hel
p ch
ildr
enco
pe w
ith
thei
r fe
ars,
par
ticu
larl
y th
ose
rela
ted
to c
riti
cal l
ife
issu
es s
uch
as d
eath
and
viol
ence
. Em
ail:
mia
.mer
curi
o@le
hman
.cun
y.ed
u