Sharing authority: Student initiations during teacher-led read-alouds of information books

Oyler, Celia

doi:10.1016/0742-051x(95)00028-i

Cited by 46 publications

(24 citation statements)

References 8 publications

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“…Engaging students in such discussions promotes active engagement in constructing meaning from a text (McLaughlin, ). Interactions can allow students to scaffold one another's literary understanding by providing guidance on understanding concepts or how to use certain strategies (Oyler, ; Sipe, ; Wiseman, ). Readers can refine their thinking and understandings by negotiating meaning with others through discussions.…”

Section: Facilitating Supportive Interactionsmentioning

confidence: 99%

Instructional Interactions: Supporting Students’ Reading Development Through Interactive Read‐Alouds of Informational Texts

McClure¹,

Fullerton²

2017

The Reading Teacher

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Step into Ms. Jones's classroom to see how thoughtful planning and carefully chosen instructional practices foster students' collaboratively developed understandings during interactive read-alouds.What all children need, and some need more of, is models, explanations, and demonstrations of how reading is accomplished. (Allington & Cunningham, 2007, p. 54 Ms. Jones waited for students to study the cover, think about their ideas, and craft their responses. "I think it will be all about lions, like where they live, what they eat, how they hunt," Malik offered. "I think it will be about how lions are the strongest and fiercest animals in Africa," Claire added. Ms. Jones replied, Those are some great ideas about this text. Turn and tell your partner what kinds of information you think this text will include and how it might be organized. You can think about some of the things your classmates have said, or you can share different ideas.The noise level in the room quickly elevated as the students shared their thoughts with one another.After students shared their predictions about the information in the text, Ms. Jones shared a few of the comments she heard from the partners. As she repeated some of the statements, she continually pointed back to the image of the lion on the cover, demonstrating the importance of locating evidence in the text. Ms. Jones noted that most of the partners used words like ferocious and dangerous to describe lions. She then turned the text over and read the blurb about the authors on the back cover. She highlighted that the husband-and-wife team have studied lions for more than 25 years and are dedicated to conserving places and creatures. Ms. Jones focused her students' attention on that statement and asked them to think about whether or not that changed their predictions about the text. Ms. Jones shared her idea that the text was going to include facts about lions. She showed students a sticky note on which she had written "facts about lions." Ms. Jones then shared another idea about the text:Based on what I just read about the authors, I also thought that this text could be about how lions should be respected. Here is a sticky note with this idea. Which do you think is a better prediction about the main idea FEATURE ARTICLE

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Section: Facilitating Supportive Interactionsmentioning

confidence: 99%

Instructional Interactions: Supporting Students’ Reading Development Through Interactive Read‐Alouds of Informational Texts

McClure¹,

Fullerton²

2017

The Reading Teacher

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“…An integral aspect of this prior and ongoing curriculum making is our collective focus on the composition of spaces where each person's life is acknowledged and valued as shaping the 'lived curriculum' (Aoki, 1993) or the curriculum of lives (Chung, 2008;Clandinin et al, 2006;Huber, 2008) of our teacher education classrooms. Woven with this understanding of the vital place of each person's life, of their stories to live by in our curriculum making, are understandings of the 'shared authority' (Oyler, 1996) such living requires. We see Oyler's exploration of the teacher and children sharing authority in the classroom as resonant with Olson's (1995) sense of, 'Narrative authority [as] rooted in personal knowledge of teacher education students, university teachers, and classroom teachers as they interact within the context of teacher education' (p. 122).…”

Section: Supporting Teacher Education Students' Narrative Inquiries Imentioning

confidence: 99%

Shifting stories to live by: teacher education as a curriculum of narrative inquiry identity explorations

Huber

Murphy

et al. 2014

Reflective Practice

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This paper highlights the authors' experiences of negotiating a curriculum of narrative inquiry identity explorations in pre-service teacher education. Attending to both teacher education students' evolving stories to live by, as well as our stories to live by as teacher educators, shapes a meeting place for, and of, shifting identities. The authors offer autobiographical narrative accounts of narrative inquiry practices in two Canadian teacher education programs and, as a result, foreground a curriculum of narrative inquiry identity explorations as an important aspect of teacher preparation programs.

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“…In fact, a basic difference between the teachercentered and student-centered approaches is the extent of authority (Gallego et al, 2001;Oyler, 1996). In general, in the teacher-centered approach, the teachers' role is seen as giving knowledge that has been defined and organized from the teacher's or expert's perspective.…”

Section: Knowledge Without Knowing: Hybridity In the Teacher-centeredmentioning

confidence: 99%

Cultural analyses in a Taiwanese kindergarten: A postcolonial reflection and study

Huang

2013

International Journal of Educational Development

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Sharing authority: Student initiations during teacher-led read-alouds of information books

Cited by 46 publications

References 8 publications

Instructional Interactions: Supporting Students’ Reading Development Through Interactive Read‐Alouds of Informational Texts

Instructional Interactions: Supporting Students’ Reading Development Through Interactive Read‐Alouds of Informational Texts

Shifting stories to live by: teacher education as a curriculum of narrative inquiry identity explorations

Cultural analyses in a Taiwanese kindergarten: A postcolonial reflection and study

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