Jennifer Vanderheide
Biographic Data
| ID | 1584783 |
|---|---|
| NAME | Jennifer Vanderheide |
| GIVEN NAMES | Jennifer |
| FAMILY NAME | Vanderheide |
| SIGNATURE | VANDERHEIDE J |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0002-6762-7479 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Conceptualizing Dialogic Literary Argumentation: Inviting Students to Take a Turn in Important Conversations
Although authors often create literary texts in order to comment on issues of personhood and human relationships, reading and writing about literary texts in schools is often focused on close analysis of literary elements or exploration of one’s own experience with the text. Thus, students’ written arguments about literature typically do little work in the world toward understanding the human condition. In response, we argue for a theoretical and…
Reconceptualising dialogue in virtual classrooms: Preservice teachers using dialogic and digital tools across visual, spoken, and written modes
This study explores how preservice (PST) English language arts teachers fostered dialogue in virtual classrooms by using both dialogic and digital tools. Qualitative analysis of PST-created transcripts and lesson plan reflections revealed successes and challenges PSTs experienced in supporting students’ participation and response to others’ ideas. They reconceptualised dialogue beyond spoken participation to include typing and making visual and s…
Preservice Teachers Taking Action: Enacting Teaching Practices and Pedagogical Theories in an After-School Literacy Club Field Experience
This article examines the teaching practices and pedagogical theories preservice teachers (PSTs) enacted in a newly designed after-school literacy club field placement. We draw from sociocultural and activity theories to analyze data collected in the qualitative study that examined the following research questions: (1) What teaching practices do PSTs enact in an after-school literacy club field placement? (2) What pedagogical theories guide their…
Representations of students becoming as writers
Examining preservice teachers’ narratives of teaching dialogically
Argument as Conversation: Students Responding Through Writing to Significant Conversations Across Time and Place
How can social change become possible when secondary teachers approach argument as participation in ongoing conversations? The authors illustrate how—through writing, speaking, and reading to develop a letter to their principal arguing for a school policy change—secondary students participated in multiple conversational spheres across time and place. Although neither collaborative “letter writing to the principal” tasks nor “argument as conversat…
Classroom Talk as Writing Instruction for Learning to Make Writing Moves in Literary Arguments
Although teaching argumentative writing in schools is often about teaching argumentative forms, this instructional approach limits students’ flexibility and choice as writers, readers, and meaning makers. An alternative method, rooted in tenets of genre theory, offers a different approach. Rather than treating argument as a static form, genre theory assumes that genres (including argumentative genres) are situated, typified ways that people make …
Teaching and Learning Argumentation in English: A Dialogic Approach
Various instructional approaches have been laid out for conceptualizing argumentation talk and writing in English classrooms. One prominent, and historically durable, approach is formalist—teachers slot the teaching of argument into a form-based approach, usually using the 5-paragraph theme. This model too often fails to persuade students of the significance of argumentation—the social, ethical, and other work that argument writing and talk does …
High School English Language Arts Teachers’ Argumentative Epistemologies for Teaching Writing
Although current research and professional development on teaching of argumentative writing focus on “best practices,” we offer the construct of argumentative epistemologies to consider how English language arts teachers approach teaching and how they understand their students’ capacity for and interest in argumentation. Drawing on historical emphases in writing theory, we describe and illustrate three argumentative epistemologies: structural, id…
Teaching and Learning Argumentative Reading and Writing: A Review of Research
Acquiring argumentative reading and writing practices reflects a key component of recent curricular reforms in schools and universities throughout the United States and the world as well as a major challenge to teachers of reading and writing in K‐12 and college writing classrooms. In this review, we consider the contributions of two research perspectives, cognitive and social, that researchers have employed in the study of the teaching and learn…
Examining preservice teachers’ narratives of teaching dialogically
Classroom Talk as Writing Instruction for Learning to Make Writing Moves in Literary Arguments
Although teaching argumentative writing in schools is often about teaching argumentative forms, this instructional approach limits students’ flexibility and choice as writers, readers, and meaning makers. An alternative method, rooted in tenets of genre theory, offers a different approach. Rather than treating argument as a static form, genre theory assumes that genres (including argumentative genres) are situated, typified ways that people make …
Preservice Teachers Taking Action: Enacting Teaching Practices and Pedagogical Theories in an After-School Literacy Club Field Experience
This article examines the teaching practices and pedagogical theories preservice teachers (PSTs) enacted in a newly designed after-school literacy club field placement. We draw from sociocultural and activity theories to analyze data collected in the qualitative study that examined the following research questions: (1) What teaching practices do PSTs enact in an after-school literacy club field placement? (2) What pedagogical theories guide their…
Teaching and Learning Argumentation in English: A Dialogic Approach
Various instructional approaches have been laid out for conceptualizing argumentation talk and writing in English classrooms. One prominent, and historically durable, approach is formalist—teachers slot the teaching of argument into a form-based approach, usually using the 5-paragraph theme. This model too often fails to persuade students of the significance of argumentation—the social, ethical, and other work that argument writing and talk does …
Teaching and Learning Argumentative Reading and Writing: A Review of Research
Acquiring argumentative reading and writing practices reflects a key component of recent curricular reforms in schools and universities throughout the United States and the world as well as a major challenge to teachers of reading and writing in K‐12 and college writing classrooms. In this review, we consider the contributions of two research perspectives, cognitive and social, that researchers have employed in the study of the teaching and learn…
High School English Language Arts Teachers’ Argumentative Epistemologies for Teaching Writing
Although current research and professional development on teaching of argumentative writing focus on “best practices,” we offer the construct of argumentative epistemologies to consider how English language arts teachers approach teaching and how they understand their students’ capacity for and interest in argumentation. Drawing on historical emphases in writing theory, we describe and illustrate three argumentative epistemologies: structural, id…
Teaching and Learning Argumentation in English: A Dialogic Approach
Various instructional approaches have been laid out for conceptualizing argumentation talk and writing in English classrooms. One prominent, and historically durable, approach is formalist—teachers slot the teaching of argument into a form-based approach, usually using the 5-paragraph theme. This model too often fails to persuade students of the significance of argumentation—the social, ethical, and other work that argument writing and talk does …
Argument as Conversation: Students Responding Through Writing to Significant Conversations Across Time and Place
How can social change become possible when secondary teachers approach argument as participation in ongoing conversations? The authors illustrate how—through writing, speaking, and reading to develop a letter to their principal arguing for a school policy change—secondary students participated in multiple conversational spheres across time and place. Although neither collaborative “letter writing to the principal” tasks nor “argument as conversat…
Classroom Talk as Writing Instruction for Learning to Make Writing Moves in Literary Arguments
Although teaching argumentative writing in schools is often about teaching argumentative forms, this instructional approach limits students’ flexibility and choice as writers, readers, and meaning makers. An alternative method, rooted in tenets of genre theory, offers a different approach. Rather than treating argument as a static form, genre theory assumes that genres (including argumentative genres) are situated, typified ways that people make …
Examining preservice teachers’ narratives of teaching dialogically
Representations of students becoming as writers
Preservice Teachers Taking Action: Enacting Teaching Practices and Pedagogical Theories in an After-School Literacy Club Field Experience
This article examines the teaching practices and pedagogical theories preservice teachers (PSTs) enacted in a newly designed after-school literacy club field placement. We draw from sociocultural and activity theories to analyze data collected in the qualitative study that examined the following research questions: (1) What teaching practices do PSTs enact in an after-school literacy club field placement? (2) What pedagogical theories guide their…
Conceptualizing Dialogic Literary Argumentation: Inviting Students to Take a Turn in Important Conversations
Although authors often create literary texts in order to comment on issues of personhood and human relationships, reading and writing about literary texts in schools is often focused on close analysis of literary elements or exploration of one’s own experience with the text. Thus, students’ written arguments about literature typically do little work in the world toward understanding the human condition. In response, we argue for a theoretical and…
Reconceptualising dialogue in virtual classrooms: Preservice teachers using dialogic and digital tools across visual, spoken, and written modes
This study explores how preservice (PST) English language arts teachers fostered dialogue in virtual classrooms by using both dialogic and digital tools. Qualitative analysis of PST-created transcripts and lesson plan reflections revealed successes and challenges PSTs experienced in supporting students’ participation and response to others’ ideas. They reconceptualised dialogue beyond spoken participation to include typing and making visual and s…
Pedagogy (10 works) · Psychology (10 works) · Mathematics education (8 works) · Sociology (8 works) · Linguistics (7 works) · Argumentative (5 works) · Literacy, Media, and Education (5 works) · Argumentation theory (4 works) · Computer Science (4 works) · Discourse Analysis in Language Studies (4 works)