Standards for Pedagogy: Research, Theory and Practice

Dalton, Stephanie Stoll; Tharp, Roland G.

doi:10.1002/9780470753545.ch14

Cited by 35 publications

(33 citation statements)

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“…Our study has the possibility of showing how Lotta was able to organise a problemposing practice in her classroom (Leung, 2013 ) and the pedagogical strategies she was able to implement as teacher . It is towards the latter that our study exemplifi es a CHAT-based pedagogical category that Dalton and Tharp ( 2002 ) identify as Developing language and literacy across the curriculum. While also detailing this category in the next section we ask: In what ways did problem-posing practice evolve across Grades 4 and 5, when students' classroom practice was explicitly mediated by vocabulary from their mathematics textbook?…”

Section: Introductionmentioning

confidence: 94%

Mathematical Problem Posing

Singer¹,

Ellerton²,

Cai³

2015

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Section: Introductionmentioning

confidence: 94%

Mathematical Problem Posing

Singer¹,

Ellerton²,

Cai³

2015

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“…Recall that the maths teacher, who most successfully enacted the five standards, created a community in which learning occurred through instructional conversation, the use of many language functions and academically challenging tasks. This suggests, as Dalton and Tharp (2002) argue, that effective teaching involves all five standards in a synergistic way.…”

Section: Discussionmentioning

confidence: 96%

“…However, an alternative approach to meeting the needs of students 'at risk of educational failure', which includes ELLs, is offered by the Center for Research on Education, Diversity, and Excellence (CREDE) approach to learning and teaching, which, set out in terms of Standards for Effective Pedagogy , will be elaborated on later. As these standards are considered equally appropriate for all students (Dalton & Tharp, 2002), they offer a useful perspective from which to evaluate the learning opportunities provided for the ELLs observed in the present study.…”

Section: Theoretical Considerationsmentioning

confidence: 99%

Contexts for Learning: English Language Learners in a US Middle School

Haneda

2008

International Journal of Bilingual Education and Bilingualism

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Within the sociocultural theoretical framework that this paper adopts, learning, including second-language learning, is conceptualised as increasing participation in a community of practice. Thus it becomes of central importance to examine the nature of the community itself and the kinds of participatory opportunities that it supports or discourages. For it is through their engagement in the specific practices of their communities that students appropriate the knowledgeable skills that these practices involve. In this paper, based on the findings of an exploratory ethnographic study conducted in a US middle school, I examine the learning opportunities created for adolescent English language learners in three different classrooms and the ways in which these students took up these opportunities. I argue that, in addition to the particular subject matter to be taught, what appears to shape the kinds of learning opportunities afforded to English language learners is: (a) teachers' conceptualisation of the needs of second-language students; (b) the ways in which they perceive their own role in responding to these needs; and (c) the larger context of institutional practices.In the past decades there has been growing recognition in the human sciences of the fundamentally social nature of learning and cognition. Paralleling this conceptual shift, in place of the prevailing term 'acquisition', the term 'participation' has come to be used to characterise learning in order to emphasise its social nature. If learning is considered as increasing participation in a community of practice, then it becomes of central importance to examine the nature of the community itself and the kinds of participatory opportunities it supports or discourages. For it is through their engagement in the specific practices of their communities that students appropriate the knowledgeable skills that these practices involve. In this paper, based on the findings of an exploratory ethnographic study conducted in a US middle school, I consider the learning opportunities created for English language learners (ELLs) in three different classrooms and the ways in which the students took up these opportunities. 1 I argue that, in addition to the particular subject matter to be taught, what appears to shape the kinds of learning opportunities afforded to English language learners is: (1) teachers' conceptualisation of the needs of second-language students; (2) the ways in

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“…As has frequently been observed, in the initial stages of learning an additional language there is typically an extended period in which learners participate by observation and listening with increasing comprehension before they start to speak -as is also the case in learning a first language (Halliday, 1978). Thus, we would argue, these brief vignettes provide clear examples of Ling-Li learning English through participation in meaningful joint activities (Dalton & Tharp, 2002).…”

Section: Emmamentioning

confidence: 94%