S This 7‐month naturalistic study examined conversations between teachers and students and between peers to describe the nature of the instructional scaffolding that occurred as students constructed meaning of literary and nonfiction texts. Participants were teachers and students in multiage, third‐fourth and fifth‐sixth grade classrooms. Data included field notes, interviews, and student artifacts. Constant‐comparative analysis indicated scaffolding served two broad purposes: (a) to aid students in the development of more complex conceptual understandings and (b) to supportstudents' development of a repertoire of strategies for learning or for sharing what they had learned. Scaffolding related to conceptual understanding focused on constructing meaning from texts, through personal cognitive analyses, and through consideration of symbolic representations of concepts via the arts. Scaffolding related to strategy use included attention tostudents' abilities to learn independently and to participate in social contexts that supported understanding. Teachers and peers used specific scaffolding processes to provide varying levels of support. Findings are presented as a series of verbal tapestries that provide a descriptive picture of the ways in which scaffolding was woven in and out of the fabric of the conversations. Examination of patterns within instructional conversations across the year indicated scaffolding was shaped by broad frames for instruction, was evident within responsive instruction as dictated by the needs of those participating, and was woven in and out of the background of instruction in light of the values and beliefs of the teachers and the philosophical orientation of the school. Este estudio naturalista de siete meses de duración examinó las conversaciones entre docentes y estudiantes, así como entre pares, con el fin de describir la naturaleza del andamiaje didáctico que tuvo lugar mientras los estudiantes construían el significado de textos literarios y no ficcionales. Participaron docentes y estudiantes de cursos pluri‐etarios en clases de 3°‐4° y 5°‐6° grado. Los datos incluyen notas de campo, entrevistas y elementos construidos por los estudiantes. Los análisis comparativos indicaron que el anadamiaje cumplió dos amplios objetivos: (a) de ayuda a los estudiantes para el desarrollo de una comprensión conceptual más compleja y (b) de soporte en el desarrollo de un repertorio de estrategias para aprender o compartir lo aprendido. El andamiaje relacionado con la comprensión conceptual se centró en la construcción de significados a partir de textos mediante análisis cognitivos y la consideración de representaciones simbólicas de conceptos a través del arte. El andamiaje relacionado con el uso de estrategias incluyó atención a las habilidades de los estudiantes para aprender en forma independiente y para participar en contextos sociales que constituyan un soporte para la comprensión. Los docentes y pares usaron procesos de andamiaje específicos para proporcionar variados niveles de soporte...
This self-study conducted by an urban college of education examined the effectiveness of its teacher education programs in emphasizing its social justice conceptual framework, as perceived by its teacher candidates. The study included development of an electronic survey based on the ten learning outcomes of the unit's conceptual framework, and testing the internal consistency reliability and the construct validity of the survey items. The survey was administered to teacher education candidates who rated their program's effectiveness in fulfilling the unit's vision of preparing educators that are informed and empowered, committed, and engaged with students and their communities. We analyzed data from teacher candidates at mid or end points in their programs over two academic years. Our results indicated that the survey was a valid and reliable instrument for collecting candidates' feedback on program improvement. Candidates' feedback showed differences among the three programs in their emphasis on the conceptual framework. Additionally, there were some learning outcomes that were rated low in both years by the candidates, implying that some outcomes are being more successfully emphasized in the programs than others. These results were important feedback for the teacher education unit to move along the path of self-reflection and continuous improvement.
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