Annemarie Sullivan Palincsar
Datos Biográficos
| ID | 204280 |
|---|---|
| NOMBRE | Annemarie Sullivan Palincsar |
| NOMBRES | Annemarie Sullivan |
| APELLIDO | Palincsar |
| FIRMA | PALINCSAR A S |
| AFILIACIONES | University of Michigan |
| VERIFICADO | No |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAS | 156 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1986 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 6 |
Designing and Situating Text to Promote Textual Dexterity in the Context of Project-Based Science Instruction
In this conceptual paper, we present a discussion of how we have embraced two challenges, posed by Aukerman and Schuldt, in their call for a more socially just science of reading, to which this special issue is responsive. Specifically, we share lessons learned from years of designing texts that (a) advance knowledge-building in the context of project-based science teaching and (b) advance readers’ textual dexterity. Our research is conducted in …
Screech owls, Super Soakers, and school gardens
Project-based learning (PBL) is gaining momentum as a rich and multifaceted instructional approach that is motivating and engaging. Miranda S. Fitzgerald and Annemarie Sullivan Palincsar argue that PBL provides a particularly rich context for fostering students’ literacy motivation and engagement. One reason for this is that characteristic features of PBL closely align with research-supported instructional practices for fostering literacy motivat…
The Resources of Instructional Contexts
Educational contexts are often seen as constraints in school settings. We propose a framework to analyze how teachers draw on their contexts to find resources to support their learning. Following five preservice elementary teachers into their first years of teaching, we draw on interviews, surveys, artifacts, and videorecords. We apply this framework to identify the resources available in elementary science teaching. Our findings show how some re…
Engagement in high‐leverage science teaching practices among novice elementary teachers
As part of learning to teach, teachers must learn to use a range of teaching practices. In this longitudinal study the authors explore how novice elementary teachers learn to engage in a set of high‐leverage science teaching practices, such as leading a science sensemaking discussion and setting up and managing small‐group investigations . Drawing primarily on videorecords from 33 lesson enactments, supplemented by transcripts of interviews with …
Novice elementary teachers’ knowledge of, beliefs about, and planning for the science practices
This longitudinal research examines the knowledge of, beliefs about, and planned use of the science practices of five novice elementary or primary teachers during their science methods course, student teaching, and first year of teaching. To answer our research questions, we collected lesson plans and conducted interviews after the teachers taught science lessons, and we coded these data sources for science practices and sub-practices. We found t…
Science practice‐readiness
With the shifts in science education emphasizing the integration of science practices with science content, there is a need to know how teachers understand those science practices within their teaching practice. Our primary research question was, What do novice elementary teachers know about the science practices, in terms of what the practices are and how to engage students in the science practices? To answer that question, the current qualitati…
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading
Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU) initiative. Research funded under the RfU initiative included direct examinations of the validity of t…
Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers
A focus on how language varies in its forms and meanings can help English learners ( EL s) in K–12 classrooms engage in disciplinary discourses that enable them to learn both language and content. Systemic functional linguistics ( SFL ) offers promising ways of talking about language in support of disciplinary learning. SFL 's meaning‐based metalanguage offers analytical tools for making sense of text, but its description of complex systems in la…
Educative Curriculum Materials
The authors synthesize the findings of a research project to extend what is known about educative curriculum materials, or curriculum materials designed with the intent of supporting teacher learning as well as student learning. Drawing on a three-year program of research, including several close observational case studies and a large-scale quasi-experiment, the authors demonstrate how teachers use curriculum materials, what evidence there is of …
Investigating Participant Structures in the Context of Science Instruction
Focusing on Language and Meaning While Learning With Text
Peer Reviewed
Reconnecting Strategy Instruction With Its Theoretical Roots
This article revisits the rich theoretical and empirical literatures that undergird strategy instruction, with the goal of identifying a principled approach to the teaching of strategies to enhance reading and learning with text
The Video Viewing Task
Minds and more
Investigating Participant Structures in the Context of Science Instruction
Designing Collaborative Learning Contexts
2002). Designing Collaborative Learning Contexts. Theory Into Practice: Vol. 41, Promoting Thinking Through Peer Learning, pp. 26-32
Applying a sociocultural lens to the work of a transition community
Drawing on Bruffee's (1993) notion of transition communities, this article examines the video excerpt for evidence of the ways in which the participants constitute a discourse community in the process of reacculturation into the medical community they aspire to join. Specifically, the article explores several features of transition communities and considers the challenges these features pose for others interested in the design and analysis of tra…
Designing a community of practice
The learning environment as a site of science education reform
Motivating Project-Based Learning
Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support st…
Commentary
Less Charted Waters
water rushing from a kitchen cabinet. At the beginning of the winter season, he had failed to shut off a pipe that ran to the garden faucet. Consequently, when cold weather came, the pipe froze and created the spouting cabinet. With some presence of mind, he ran to the control valve and turned it counterclockwise as far as it would go. Rather than staunching the flow, this action exacerbated the problem. Now the water fairly spurted from the cabi…
Handicapping the Handicapped
Motivating Project-Based Learning
Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support st…
Designing a community of practice
Educative Curriculum Materials
The authors synthesize the findings of a research project to extend what is known about educative curriculum materials, or curriculum materials designed with the intent of supporting teacher learning as well as student learning. Drawing on a three-year program of research, including several close observational case studies and a large-scale quasi-experiment, the authors demonstrate how teachers use curriculum materials, what evidence there is of …
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading
Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU) initiative. Research funded under the RfU initiative included direct examinations of the validity of t…
Designing Collaborative Learning Contexts
2002). Designing Collaborative Learning Contexts. Theory Into Practice: Vol. 41, Promoting Thinking Through Peer Learning, pp. 26-32
Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers
A focus on how language varies in its forms and meanings can help English learners ( EL s) in K–12 classrooms engage in disciplinary discourses that enable them to learn both language and content. Systemic functional linguistics ( SFL ) offers promising ways of talking about language in support of disciplinary learning. SFL 's meaning‐based metalanguage offers analytical tools for making sense of text, but its description of complex systems in la…
Focusing on Language and Meaning While Learning With Text
Peer Reviewed
Reconnecting Strategy Instruction With Its Theoretical Roots
This article revisits the rich theoretical and empirical literatures that undergird strategy instruction, with the goal of identifying a principled approach to the teaching of strategies to enhance reading and learning with text
The learning environment as a site of science education reform
Less Charted Waters
water rushing from a kitchen cabinet. At the beginning of the winter season, he had failed to shut off a pipe that ran to the garden faucet. Consequently, when cold weather came, the pipe froze and created the spouting cabinet. With some presence of mind, he ran to the control valve and turned it counterclockwise as far as it would go. Rather than staunching the flow, this action exacerbated the problem. Now the water fairly spurted from the cabi…
The Video Viewing Task
Commentary
Applying a sociocultural lens to the work of a transition community
Drawing on Bruffee's (1993) notion of transition communities, this article examines the video excerpt for evidence of the ways in which the participants constitute a discourse community in the process of reacculturation into the medical community they aspire to join. Specifically, the article explores several features of transition communities and considers the challenges these features pose for others interested in the design and analysis of tra…
Handicapping the Handicapped
Commentary
Less Charted Waters
water rushing from a kitchen cabinet. At the beginning of the winter season, he had failed to shut off a pipe that ran to the garden faucet. Consequently, when cold weather came, the pipe froze and created the spouting cabinet. With some presence of mind, he ran to the control valve and turned it counterclockwise as far as it would go. Rather than staunching the flow, this action exacerbated the problem. Now the water fairly spurted from the cabi…
Motivating Project-Based Learning
Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support st…
The learning environment as a site of science education reform
Designing a community of practice
Applying a sociocultural lens to the work of a transition community
Drawing on Bruffee's (1993) notion of transition communities, this article examines the video excerpt for evidence of the ways in which the participants constitute a discourse community in the process of reacculturation into the medical community they aspire to join. Specifically, the article explores several features of transition communities and considers the challenges these features pose for others interested in the design and analysis of tra…
Designing Collaborative Learning Contexts
2002). Designing Collaborative Learning Contexts. Theory Into Practice: Vol. 41, Promoting Thinking Through Peer Learning, pp. 26-32
Investigating Participant Structures in the Context of Science Instruction
Minds and more
The Video Viewing Task
Reconnecting Strategy Instruction With Its Theoretical Roots
This article revisits the rich theoretical and empirical literatures that undergird strategy instruction, with the goal of identifying a principled approach to the teaching of strategies to enhance reading and learning with text
Investigating Participant Structures in the Context of Science Instruction
Focusing on Language and Meaning While Learning With Text
Peer Reviewed
Educative Curriculum Materials
The authors synthesize the findings of a research project to extend what is known about educative curriculum materials, or curriculum materials designed with the intent of supporting teacher learning as well as student learning. Drawing on a three-year program of research, including several close observational case studies and a large-scale quasi-experiment, the authors demonstrate how teachers use curriculum materials, what evidence there is of …
Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers
A focus on how language varies in its forms and meanings can help English learners ( EL s) in K–12 classrooms engage in disciplinary discourses that enable them to learn both language and content. Systemic functional linguistics ( SFL ) offers promising ways of talking about language in support of disciplinary learning. SFL 's meaning‐based metalanguage offers analytical tools for making sense of text, but its description of complex systems in la…
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading
Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU) initiative. Research funded under the RfU initiative included direct examinations of the validity of t…
Novice elementary teachers’ knowledge of, beliefs about, and planning for the science practices
This longitudinal research examines the knowledge of, beliefs about, and planned use of the science practices of five novice elementary or primary teachers during their science methods course, student teaching, and first year of teaching. To answer our research questions, we collected lesson plans and conducted interviews after the teachers taught science lessons, and we coded these data sources for science practices and sub-practices. We found t…
Science practice‐readiness
With the shifts in science education emphasizing the integration of science practices with science content, there is a need to know how teachers understand those science practices within their teaching practice. Our primary research question was, What do novice elementary teachers know about the science practices, in terms of what the practices are and how to engage students in the science practices? To answer that question, the current qualitati…
Engagement in high‐leverage science teaching practices among novice elementary teachers
As part of learning to teach, teachers must learn to use a range of teaching practices. In this longitudinal study the authors explore how novice elementary teachers learn to engage in a set of high‐leverage science teaching practices, such as leading a science sensemaking discussion and setting up and managing small‐group investigations . Drawing primarily on videorecords from 33 lesson enactments, supplemented by transcripts of interviews with …
Designing and Situating Text to Promote Textual Dexterity in the Context of Project-Based Science Instruction
In this conceptual paper, we present a discussion of how we have embraced two challenges, posed by Aukerman and Schuldt, in their call for a more socially just science of reading, to which this special issue is responsive. Specifically, we share lessons learned from years of designing texts that (a) advance knowledge-building in the context of project-based science teaching and (b) advance readers’ textual dexterity. Our research is conducted in …
Screech owls, Super Soakers, and school gardens
Project-based learning (PBL) is gaining momentum as a rich and multifaceted instructional approach that is motivating and engaging. Miranda S. Fitzgerald and Annemarie Sullivan Palincsar argue that PBL provides a particularly rich context for fostering students’ literacy motivation and engagement. One reason for this is that characteristic features of PBL closely align with research-supported instructional practices for fostering literacy motivat…
The Resources of Instructional Contexts
Educational contexts are often seen as constraints in school settings. We propose a framework to analyze how teachers draw on their contexts to find resources to support their learning. Following five preservice elementary teachers into their first years of teaching, we draw on interviews, surveys, artifacts, and videorecords. We apply this framework to identify the resources available in elementary science teaching. Our findings show how some re…
Psychology (18 obras) · Mathematics education (13 obras) · Pedagogy (13 obras) · Computer Science (12 obras) · Sociology (12 obras) · Innovative Teaching and Learning Methods (7 obras) · Political science (6 obras) · Education and Critical Thinking Development (5 obras) · Linguistics (5 obras) · Science Education and Pedagogy (5 obras)