P Smagorinsky
Dados Biográficos
| ID | 15311 |
|---|---|
| NOME | P Smagorinsky |
| PRENOMES | P |
| SOBRENOME | Smagorinsky |
| ASSINATURA | SMAGORINSKY P |
| AFILIAÇÕES | University of Georgia |
| ORCID | 0000-0002-4346-3705 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 39 |
| TOTAL DE CITAÇÕES | 130 |
| TOTAL COMO AUTOR | 39 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1991 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 5 |
Writing and Reading Qualitative Characters
This essay concerns the ways in which qualitative social science research characters are constructed, and in turn read, by others. The persuasiveness of narratives is based as much on the reader’s response to the character—similar to the ways in which readers respond to literary characters—in emotional ways as it is on the rational presentation of evidence. This essay acknowledges the author’s subjectivity in relation to this topic; reviews the n…
Mediated memory of a mentor teacher / Los recuerdos mediados sobre un profesor mentor
This study analyses the ways in which Caitlin, a high school English 1 teacher in the Southeastern US, recalled her mentor teacher (MT), Travis Mann, at different points in her developmental trajectory. (All names of people and places are pseudonyms.) Our focus for this inquiry is on Caitlin’s mediated memory of Travis. These memories, we argue, were subject to mediated activity in schools that changed how she recalled their relationship. To stud…
An Eight-Year Longitudinal Study of an English Language Arts Teacher’s Developmental Path through Multiple Contexts
This eight-year longitudinal case study follows one high school English teacher from her practicum and student teaching through three subsequent job sites, with one year off due to prohibitive job stress. To study the developmental path of Caitlin, the teacher, we rely on the metaphor of the twisting path, which comes from Vygotsky’s attention to socially mediated concept development. This development is reliant on engagement with obstacles that …
Learning to create environments for deafness among hearing preservice teachers
Empathic Framing during Concept Development in Book Club Discussions in a Service-Learning Teacher Education Class
This study investigates the emergence of empathic framing in a small group of university students’ discussions of equity-oriented concepts in a service-learning course. Empathic framing refers to the making of emotional connections that enable one to experience the world from another’s perspective, particularly when they are from different cultures, means of socialization, and life experiences. The study used collaborative coding for both concept…
The Creation of National Cultures through Education, the Inequities They Produce, and the Challenges for Multicultural Education
This essay compares and contrasts the educational movements of three nations-the United States, Mexico, and the Soviet Union-established according to Eurocentric cultural values. In each country, mass education was undertaken to help produce an assimilative national culture during formative periods characterized by instability. In two of these nations, the U.S. and Mexico, this foundation eventually required an accommodation to address multicultu…
The Trouble With Binaries
In this article, we critique the science of reading when it is positioned within the reading wars as settling disagreements about reading and how it should be taught. We frame our argument in terms of troublesome binaries, specifically between nature and nurture. We interpret that binary in relation to Overton’s distinction between split and relational metatheories, with the latter suggesting a more integrative view of nature and nurture. Focusin…
The Relation between Emotion and Intellect
Thank You to Guest Reviewers
Deconflating the ZPD and instructional scaffolding
Thank You to Guest Reviewers
Is Instructional Scaffolding Actually Vygotskian, and Why Should It Matter to Literacy Teachers
In this commentary, the author reconceives Vygotsky's zone of proximal development ( ZPD ), particularly its conflation with the notion of instructional scaffolding. The author reviews Vygotsky's description of the ZPD and how it has come to be misinterpreted; summarizes Wood, Bruner, and Ross's introduction of the scaffolding metaphor and how it emerges from a poor translation; and provides a different, more accurate translation of the ZPD as th…
What English/Language Arts Teacher Candidates Learn During Coursework and Practica
This study investigates the learning reported by a set of volunteer participants from three university teacher education programs: from one Southwestern U.S. University, the program in secondary English/Language Arts Education and the program in Elementary Education; and from one Southeastern U.S. University, the program in secondary English/Language Arts Education. Based on interviews conducted between the end of coursework and the beginning of …
Disciplinary Literacy in English Language Arts
This article explores the complexity of learning the literacy practices and conventions in the discipline of English language arts. Literacies are explored in the areas of writing/composition, reading/literature, and language/grammar, with attention to the situated nature of proper expression and understanding with respect to each. The author illustrates how different communities of practice produce expectations that require an understanding of n…
Forum
Conducted through a collaboration between the Council of Writing Program Administrators(CWPA) and the National Survey of Student Engagement (NSSE), this study identified andtested new variables for examining writing’s relationship to learning and development. EightyCWPA members helped to establish a consensus model of 27 effective writing practices. EightyUS baccalaureate institutions appended questions to the NSSE instrument based on these 27pra…
Distributed Scaffolding in a Service-Learning Course
This article argues that the instructional scaffolding metaphor may be reconceived as distributed scaffolding when multiple means of influence are provided in a service-learning setting. In the service-learning course described here, the professor's role is largely as designer of activity settings for preservice teacher candidates, through which the students construct their own conceptions of teaching culturally diverse populations. The course in…
Constructing positive social updrafts for extranormative personalities
The development of social and practical concepts in learning to teach
“Every individual has his own insanity”
Vygotsky's Stage Theory
This article reviews Vygotsky's writings on arts (particularly logocentric art including the theater) and emotions, drawing on his initial exploration in The Psychology of Art and his final considerations set forth in a set of essays, treatises, and lectures produced in the last years of his life. The review of The Psychology of Art includes attention to the limits of his analysis, the mixed Marxist legacy that is evident in the book, the cultura…
Bullshit in Academic Writing
This article reports a study of one high school senior’s process of academic bullshitting as she wrote an analytic essay interpreting Shakespeare’s Much Ado about Nothing . The construct of bullshit has received little scholarly attention; although it is known as a common phenomenon in academic speech and writing, it has rarely been the subject of empirical research. This study is comprised of a protocol analysis of one writer as she attempted to…
The Culture of Vygotsky
L.S. Vygotsky's comprehensive psychology for human development has relevance for scholarship in our times. Significant issues follow from the cultural‐historical context of Vygotsky's work in Soviet Russia, from the familiar themes in his writing that are applied in current research, though sometimes misappropriated, and from his dedication to special‐needs children. Other issues follow from difficulties with translating Vygotsky into English, te…
The Cultural Practice of Reading and the Standardized Assessment of Reading Instruction
This article critiques the articles by Connor et al., Croninger and Valli, Pianta and Hamre, and Rowan and Correnti, which appeared in the March 2009 issue of Educational Researcher, by taking a cultural-historical perspective on reading and reading instruction. In this paradigm a number of those authors’ assumptions are seen as questionable, including the beliefs about reading that it is a self-evident construct, that it is a discrete act, and t…
The Method Section as Conceptual Epicenter in Constructing Social Science Research Reports
In this article, the author argues that Method sections in social science research reports, particularly those that employ qualitative methods, often lack sufficient detail to make any results that follow from the analytic method trustworthy. The author provides a brief review of the evolution of the Method section from the 1960s to the present, makes a case for a more robust reporting of research method, and then outlines one way to achieve the …
Student Teaching in the Contact Zone
This case study investigates the decision making of Joni, a high school English teacher, during her student teaching in an Applied Communications II teaching assignment, comprised of students in the lowest tier of a four-track senior English curriculum. This course served as a "contact zone" for a set of competing interests: Joni's stated beliefs about effective teaching based on her experiences as a student, the Applied Communications curriculum…
Appropriating Tools for Teaching English
In this article, we propose that activity theory provides a useful framework for studying teachers' professional development. Activity theory emphasizes the importance of settings in learning to teach, focusing on the social and cultural factors that mediate development in particular contexts. We outline the central tenets of activity theory, illustrating key concepts with examples from a longitudinal study of beginning teachers. We conclude by e…
Tensions in Learning to Teach
This article analyzes how Sharon, a student teacher, negotiated the different conceptions of teaching that provided the expectations for good instruction in her university and the site of her student teaching and how her effort to reconcile the different belief systems affected her identity as a teacher. The key settings of Sharon's experience were the university program, her third-grade class at Harding Elementary, and her first teaching job. Du…
Thinking and Speech and Protocol Analysis
Some form of verbal report—that is, a research participant' s concurrent or retrospective verbal account of thought processes during problem-solving activities—has been used throughout this century as the database from which psychologists have developed theories of human mentation. Newell and Simon (1972) and Ericsson and Simon (1980, 1993) have provided extensive justification for using one such method, protocol analysis, as a tool for investiga…
The Cultural Practice of Reading and the Standardized Assessment of Reading Instruction
This article critiques the articles by Connor et al., Croninger and Valli, Pianta and Hamre, and Rowan and Correnti, which appeared in the March 2009 issue of Educational Researcher, by taking a cultural-historical perspective on reading and reading instruction. In this paradigm a number of those authors’ assumptions are seen as questionable, including the beliefs about reading that it is a self-evident construct, that it is a discrete act, and t…
Reading as Mediated and Mediating Action
S Researchers are increasingly attentive to the need for broader conceptions of literacy. Expanded notions of what constitutes a text have led to the recognition of nonverbal acts of composing as having potential for both the development of new ideas during composing and the representation and further mediation of ideas through the production of and reflection on finished texts. Furthermore, studies in both intertextuality and intercontexuality p…
Student Engagement in the Teaching and Learning of Grammar
This article reports a study of coauthor Laura Wright as she learned to teach secondary school grammar in four settings: university teacher education program, student teaching, her first job, and second job. Data for her university program came from Laura's journals and projects from her course work. Data from student teaching and her first job included interviews and field notes from observations and interviews and self-reports by Laura of teach…
The Trouble With Binaries
In this article, we critique the science of reading when it is positioned within the reading wars as settling disagreements about reading and how it should be taught. We frame our argument in terms of troublesome binaries, specifically between nature and nurture. We interpret that binary in relation to Overton’s distinction between split and relational metatheories, with the latter suggesting a more integrative view of nature and nurture. Focusin…
Student Teaching in the Contact Zone
This case study investigates the decision making of Joni, a high school English teacher, during her student teaching in an Applied Communications II teaching assignment, comprised of students in the lowest tier of a four-track senior English curriculum. This course served as a "contact zone" for a set of competing interests: Joni's stated beliefs about effective teaching based on her experiences as a student, the Applied Communications curriculum…
Constructing Meaning in the Disciplines
Writing has often been characterized as having special powers as a tool for promoting learning, as evidenced by the belief that "writing across the curriculum" should be established as a means of promoting thinking in all disciplines, even those in which a written product is not historically valued or useful. Theory and research in semiotics and multiple intelligences provide the foundation for an alternative view supporting the notion of composi…
What English/Language Arts Teacher Candidates Learn During Coursework and Practica
This study investigates the learning reported by a set of volunteer participants from three university teacher education programs: from one Southwestern U.S. University, the program in secondary English/Language Arts Education and the program in Elementary Education; and from one Southeastern U.S. University, the program in secondary English/Language Arts Education. Based on interviews conducted between the end of coursework and the beginning of …
The Culture of Vygotsky
L.S. Vygotsky's comprehensive psychology for human development has relevance for scholarship in our times. Significant issues follow from the cultural‐historical context of Vygotsky's work in Soviet Russia, from the familiar themes in his writing that are applied in current research, though sometimes misappropriated, and from his dedication to special‐needs children. Other issues follow from difficulties with translating Vygotsky into English, te…
The construction of meaning and identity in the composition and reading of an architectural text
This study analyzes the composition by a high school senior of a house design for a class in architectural design. He produced this text in relation to the readings of that text by his teacher and other potential readers. The authors take a Vygotskian perspective to understand the settings, goals, and tools through which he composed his architectural plans, drawing on a cultural theory of reading to analyze how this text was understood by his mos…
The Writer’s Knowledge and the Writing Process
This study used on-line protocol analysis to contrast the effects on the writing process of knowledge taught in three instructional treatments: Models (declarative knowledge of form), General Procedures (declarative knowledge of form plus general procedural knowledge related to content plus procedural knowledge related to form), and Task-Specific Procedures (declarative knowledge of form plus task-specific procedural knowledge related to content …
Bring the Courtroom to the Classroom
Constructing Meaning in the Disciplines
Writing has often been characterized as having special powers as a tool for promoting learning, as evidenced by the belief that "writing across the curriculum" should be established as a means of promoting thinking in all disciplines, even those in which a written product is not historically valued or useful. Theory and research in semiotics and multiple intelligences provide the foundation for an alternative view supporting the notion of composi…
Curriculum as Conversation
Reading as Mediated and Mediating Action
S Researchers are increasingly attentive to the need for broader conceptions of literacy. Expanded notions of what constitutes a text have led to the recognition of nonverbal acts of composing as having potential for both the development of new ideas during composing and the representation and further mediation of ideas through the production of and reflection on finished texts. Furthermore, studies in both intertextuality and intercontexuality p…
Thinking and Speech and Protocol Analysis
Some form of verbal report—that is, a research participant' s concurrent or retrospective verbal account of thought processes during problem-solving activities—has been used throughout this century as the database from which psychologists have developed theories of human mentation. Newell and Simon (1972) and Ericsson and Simon (1980, 1993) have provided extensive justification for using one such method, protocol analysis, as a tool for investiga…
Appropriating Tools for Teaching English
In this article, we propose that activity theory provides a useful framework for studying teachers' professional development. Activity theory emphasizes the importance of settings in learning to teach, focusing on the social and cultural factors that mediate development in particular contexts. We outline the central tenets of activity theory, illustrating key concepts with examples from a longitudinal study of beginning teachers. We conclude by e…
What Will Be the Influences of Media on Literacy in the Next Millennium
In this “RRQ Snippet,” several literacy researchers discusses their ideas about how media, popular culture, and digital and new literacies will affect literacy teaching and learning in the near future
Theory and Method
Researchers are freer now than ever before to pursue a wide variety of research questions approached from diverse theoretical perspectives through the use of many different research tools. The cost of this freedom is the necessity to outline theoretical frameworks for study and to explain how that theory informs the tools of research. The studies in this issue of RTE serve as models of the methodological clarity and rigor that are now required in…
Tensions in Learning to Teach
This article analyzes how Sharon, a student teacher, negotiated the different conceptions of teaching that provided the expectations for good instruction in her university and the site of her student teaching and how her effort to reconcile the different belief systems affected her identity as a teacher. The key settings of Sharon's experience were the university program, her third-grade class at Harding Elementary, and her first teaching job. Du…
The construction of meaning and identity in the composition and reading of an architectural text
This study analyzes the composition by a high school senior of a house design for a class in architectural design. He produced this text in relation to the readings of that text by his teacher and other potential readers. The authors take a Vygotskian perspective to understand the settings, goals, and tools through which he composed his architectural plans, drawing on a cultural theory of reading to analyze how this text was understood by his mos…
A Response to “Research and the ‘Inner Circle’
A Thick Description of Thick Description
Student Engagement in the Teaching and Learning of Grammar
This article reports a study of coauthor Laura Wright as she learned to teach secondary school grammar in four settings: university teacher education program, student teaching, her first job, and second job. Data for her university program came from Laura's journals and projects from her course work. Data from student teaching and her first job included interviews and field notes from observations and interviews and self-reports by Laura of teach…
The Method Section as Conceptual Epicenter in Constructing Social Science Research Reports
In this article, the author argues that Method sections in social science research reports, particularly those that employ qualitative methods, often lack sufficient detail to make any results that follow from the analytic method trustworthy. The author provides a brief review of the evolution of the Method section from the 1960s to the present, makes a case for a more robust reporting of research method, and then outlines one way to achieve the …
Student Teaching in the Contact Zone
This case study investigates the decision making of Joni, a high school English teacher, during her student teaching in an Applied Communications II teaching assignment, comprised of students in the lowest tier of a four-track senior English curriculum. This course served as a "contact zone" for a set of competing interests: Joni's stated beliefs about effective teaching based on her experiences as a student, the Applied Communications curriculum…
The Culture of Vygotsky
L.S. Vygotsky's comprehensive psychology for human development has relevance for scholarship in our times. Significant issues follow from the cultural‐historical context of Vygotsky's work in Soviet Russia, from the familiar themes in his writing that are applied in current research, though sometimes misappropriated, and from his dedication to special‐needs children. Other issues follow from difficulties with translating Vygotsky into English, te…
The Cultural Practice of Reading and the Standardized Assessment of Reading Instruction
This article critiques the articles by Connor et al., Croninger and Valli, Pianta and Hamre, and Rowan and Correnti, which appeared in the March 2009 issue of Educational Researcher, by taking a cultural-historical perspective on reading and reading instruction. In this paradigm a number of those authors’ assumptions are seen as questionable, including the beliefs about reading that it is a self-evident construct, that it is a discrete act, and t…
Bullshit in Academic Writing
This article reports a study of one high school senior’s process of academic bullshitting as she wrote an analytic essay interpreting Shakespeare’s Much Ado about Nothing . The construct of bullshit has received little scholarly attention; although it is known as a common phenomenon in academic speech and writing, it has rarely been the subject of empirical research. This study is comprised of a protocol analysis of one writer as she attempted to…
Vygotsky's Stage Theory
This article reviews Vygotsky's writings on arts (particularly logocentric art including the theater) and emotions, drawing on his initial exploration in The Psychology of Art and his final considerations set forth in a set of essays, treatises, and lectures produced in the last years of his life. The review of The Psychology of Art includes attention to the limits of his analysis, the mixed Marxist legacy that is evident in the book, the cultura…
“Every individual has his own insanity”
The development of social and practical concepts in learning to teach
Constructing positive social updrafts for extranormative personalities
Disciplinary Literacy in English Language Arts
This article explores the complexity of learning the literacy practices and conventions in the discipline of English language arts. Literacies are explored in the areas of writing/composition, reading/literature, and language/grammar, with attention to the situated nature of proper expression and understanding with respect to each. The author illustrates how different communities of practice produce expectations that require an understanding of n…
Forum
Conducted through a collaboration between the Council of Writing Program Administrators(CWPA) and the National Survey of Student Engagement (NSSE), this study identified andtested new variables for examining writing’s relationship to learning and development. EightyCWPA members helped to establish a consensus model of 27 effective writing practices. EightyUS baccalaureate institutions appended questions to the NSSE instrument based on these 27pra…
Psychology (35 obras) · Sociology (31 obras) · Pedagogy (27 obras) · Mathematics education (22 obras) · Computer Science (18 obras) · Linguistics (13 obras) · Philosophy (11 obras) · Epistemology (10 obras) · Innovative Education and Learning Practices (9 obras) · Teacher Education and Leadership Studies (9 obras)