Cogenerative Dialogues

This article articulates the results of an ongoing study in an urban school in New York City in which student and teacher researchers engage in practices that support the science success of the schools' predominantly Latino/a and African American population. By situating the study in the nature of corporate and communal practices, the article demonstrates the necessity for an expansion of approaches to teaching and learning that includes students' ways of knowing. Furthermore, the article shows the emergence of analogy as an outcome of embracing communal teaching practices.

This article articulates the results of an ongoing study in an urban school in New York City in which student and teacher researchers engage in practices that support the science success of the schools' predominantly Latino/a and African American population. By situating the study in the nature of corporate and communal practices, the article demonstrates the necessity for an expansion of approaches to teaching and learning that includes students' ways of knowing. Furthermore, the article shows the emergence of analogy as an outcome of embracing communal teaching practices.

This study comprehensively explores cogenerative dialogue in science education from a sociocultural perspective. Analyzing 120 papers and theses from January 2001 to December 2022 in Korean and English journals, we examine their objectives, themes, methods, learners, educational levels, participants, researcher roles, coteaching connections, and program durations. Our data analysis reveals growing diversity in cogenerative dialogue research objectives and subjects across countries. Consistent patterns emerge regarding researcher roles, participant groups, and program durations. This research offers insights into the evolving cogenerative dialogue landscape in science A Comprehensive Review of Cogenerative Dialogue ASIA-PACIFIC SCIENCE EDUCATION 10 (2024) 36-85 education, informing future investigations and highlighting trends in this field. The findings presented not only shed light on the current state of research but also provide direction for future investigations, highlighting trends and distinctive features in various facets of cogenerative dialogue-related studies. Specifically, we offer suggestions for the need for research in Korean science education contexts and more broadly in the Asia-Pacific region.

This study examines general education teacher perceptions of IEP accommodations and their suggestions for relevant training to support diverse learner needs. Accommodations have been defined as adaptations or changes to educational environments and practices designed to help students overcome challenges presented by their disabilities. An electronic survey was sent to general education teachers across the four high schools in Cache County School District. The survey included a variety of questions regarding teachers’ perceptions of accommodations and their involvement in the IEP process. The results showed a variety of explanations and expand the knowledge base of various perceptions of this important aspect of the IEP process

Drawing on language ideology (Irvine & Gal, 2000; Woolard & Schieffelin, 1994) as an analytical lens, I conduct a historical analysis of the sociocultural and political developments that led to the construction of Bangladesh as a nation-state and that have influenced people's attitudes and beliefs toward certain languages. I argue that analyzing the construction of language ideology is important, not only for the Bangladeshi context, but also in Bangladeshi diasporic communities, to understand language practices that have been shaped by the sociopolitical and ideological developments in their home country. Immigrants' language practices play a significant role in their language learning and settlement in the host society. Though Bangla language is at the heart of Bangladeshi nationalism (Kabir,1987), it is the shuddho (correct/standard) Bangla that is inculcated in the nation-building discourse. Despite nationalistic fervor around Bangla, in Bangladesh the English language has more importance in terms of functionality, power, and status. Additionally, Arabic is considered as a holy language in Muslim-majority Bangladesh. These ideological characterizations of the three languages index the identity of their users and shape their language practices and beliefs. Thus, analyzing the historical forces that contributed to the construction of the language ideologies can shed light on the language practices and language learning of Bangladeshi Bengali immigrants and their settlement. Revue de langage, d'identité, de diversité et d'appartenance (R-LIDA)

This study investigated the seating patterns of target students in science classrooms to see if there was an action zone or t-zone present. Fifty-six physical science and chemistry classes were observed using the Brophy-Good Teacher-Child Dyadic Observation System. Target students were identified and thesir interactions were compared to non-target students. Target student interact4ons for direct questions and student-initiated interactions were analyzed to ascertain whether the teacher or the szudent determined target student status. Results indicated that no t-shaped action zone was present in the classes observed. Target students dominated class interactions and received more direct questions, teacher afforded conversation and sustaining feedback. Nearly one-third of all students observed in the study did not interact at all and were silent.

The Authenticity Criteria (AC) were established by Egon Guba and Yvonne Lincoln in 1989 in order to judge the authenticity of qualitative research and in this chapter, we discuss how we enact the AC in our science education research. These criteria were developed in response to the positivistic assumptions of internal and external validity, reliability, and generalizability that guide quantitative research and often extend to the assessment of qualitative research. The AC are responsive to research paradigms that recognize subjectivity and context-dependent structures that mediate research outcomes. Such research requires a hermeneutic/dialogic approach to place the researcher in the context and in doing so, requires her to be aware and reflective of how stakeholders are experiencing and interpreting their lived experiences in relation to the research context. Keeping true to the dialogic spirit of the AC, in this chapter we weave theoretical perspectives together with dialogic exchanges between the co-authors that aim at building a collective understanding of the AC enacted in science education research as well as offer spaces for extending existing AC, to mirror the needs of emergent research spaces and practices.

Teaching Biology in an innovative way has always posed challenges due to its complex terminology and abstract concepts. This study explored the effects of reality pedagogy as an alternative instructional strategy on learner motivation and academic performance in learning biology at the ninth-grade level. To achieve this, a quasi-experimental research design was employed, including a pre-test/post-test assessment, biology learning motivation questionnaires, semistructured interviews, and classroom observations. Descriptive and inferential statistics were used to analyse the data. The findings of the study revealed that the implementation of reality pedagogy had a positive influence on learner motivation in learning biology. Additionally, a significant correlation was identified and observed between motivation levels and academic achievement in the subject. The implications of these findings, as well as recommendations, are also discussed in the study.

This thesis contains no material which has been accepted for the award of any other degree or diploma in any university. To the best of my knowledge and belief this thesis contains no material previously published by any other person except where due acknowledgement has been made.

Cristobal (2007) Transforming an academy through the enactment of collective curriculum leadership. Journal of Curriculum Studies 39(2):pp. 151-175. © Copyright 2007 Taylor & Francis This is an electronic version of an article published in [Journal of Curriculum Studies 39(2):pp. 151-175.]. [Journal of Curriculum Studies] is available online at informaworldTM with

Although the transformation of relevant curriculum experiences for African American youth from impoverished backgrounds in large urban high schools offers many leadership challenges for faculty, few studies have focused on the roles of students and teachers in the creation of distributed leadership practices to build and sustain improved learning environments. Through ethnography we explore the leadership dynamics in one academy within a large urban high school whose students are mostly African American. Students in some classes had opportunities to participate in cogenerative dialogues and, in so doing, learned how to interact successfully with others, including their teachers and peers, and build collective agreements for future classroom roles and shared responsibility for their enactment. The study highlights the centrality of successful interactions among participants and the extent to which co-respect and co-responsibility for goals occur. Initially, a lack of trust within the community undermined tendencies to build solidarity throughout the community despite a commitment of the academy's coordinator to be responsive to the goals of others, listen to colleagues and students, and strive for collective goals. We argue that all participants in a field need to take responsibility for accessing and appropriating structures to achieve positive emotional energy through collective curriculum leadership and climates that create and sustain educational accomplishments. Furthermore, we suggest that individual and collective actions should be studied dialectically in subsequent research on leadership dynamics in schools.

This ethnographic case study follows two urban immigrant students in their yearlong journey in an urban science classroom where the first two pedagogic tools of reality pedagogy (cogenerative dialogue and co-teaching) were implemented. This study examines the role reality pedagogy plays in the science classroom for these two students, while focusing on their social capital and how distributed cognition is used to frame understanding. The three emergent themes that were generated and observed among the two participants indicated that the implementation of the first two tools of reality pedagogy increased the two immigrant students' participation within their science classroom, increased opportunities for voice in the classroom, and increased ability to access the human and physical resources of the classroom for the participants' own benefit. The study revealed that both students' social capital was impacted and the frame of distributed cognition played a role in their science classroom participation. Implications relate to the importance of developing community within science classrooms for immigrant students.

In the Faculty of Engineering at the University of Manitoba, we are committed to creating belonging for Indigenous and non-Indigenous students and faculty by fostering shared values and developing a shared approach to engineering education. In the spirit of this commitment, a team of four from the Faculty of Engineering has been funded to design a series of seven engineering specific faculty workshops to help build good relationships between Indigenous and non-Indigenous engineering students, faculty, and staff. Our goal is to enrich engineering education by learning how engineering is relevant to Indigenous Peoples from Indigenous perspectives, with the ultimate objective to integrate Indigenous values, knowledges, perspectives, and design principles into engineering teaching and learning in relevant, genuine, and good ways. This Engineering Education Practice Paper presents the design of the seven workshops, and briefly introduces the conceptual framework that guides the team’s ap...

Because research has found that differentiation of instruction for gifted students does not typically occur within the general classroom, collaboration between gifted and general education teachers is critical in order to ensure appropriate services to students with high abilities. Gifted education teachers are now being called upon to provide services to their students in the regular education environment. This fundamental change in setting mirrors mandated changes in special education, wherein students with disabilities are increasingly served ai the general education classroom. This article provides a new definition of collaboration within the context of gifted education and expands on the utilization of coteaching as a collaborative strategy. Five models of coteaching originally developed for meeting the needs of students with disabilities were adapted, and examples of their use with gifted students in the general education classroom are provided.

Growing out of a 1992 conference that attracted teachers and educators from around the world, this book presents 13 essays which share the insights of 16 leading university scholars and teacher-researchers regarding the re-emergence of teacher education as a central focus in the field of English education. The book explores what teachers of the English language arts must know to be effective, how such knowledge can best be assessed, and the impact of cultural differences in the classroom, as well as preservice and inservice training and the roles of the university and the teacher-researcher. The book discusses methods of supporting teacher development such as the study of cases, teacher groups, ethnographic research in the classroom and community, and teacher lore. After some sort of "How can I operate on teachers more effectively?" mode. The imbalance of power between school and university, teacher and professor, is palpable, as well as unnerving and potentially destructive. This collection was assembled from a somewhat different vantage point: Within this text it is

This forum discussion focuses on seven themes drawn from Sonya''s fascinating paper: the terminology of ''cogenerative dialogues,'' the roles of participants and their power relations within such dialogues, the use of metaphor and analogy in the paper, science and science education for all students, the ways in which students'' expectations about learning change in innovative classrooms, teacher research and the ''theory-practice gap,'' and the tension between conducting cogenerative dialogues with individual students or with whole classes. These themes by no means exhaust the ideas in Sonya''s paper, but we feel that they have allowed us to explore the classroom research she reports, and to extend our discussion beyond the paper to explore some of these themes more broadly.

Classrooms across the United States increasingly find immigrant science teachers paired with urban minority students, but few of these teachers are prepared for the challenges such cultural assimilation presents. This is particularly true in secondary science education. Identifying potential prospects for culturally adaptive pedagogy in science education is important for students and teachers alike because it provides means for increasing marginalized students' access to science fields. In this autoethnography, I document my experience as an immigrant science teacher in an urban intermediate school in New York City. Although I possessed the content knowledge highly valued by the current neoliberal agenda, I lacked the cultural adaptivity necessary to foster a successful learning environment. I utilized cogenerative dialogue (cogen) as a tool to ameliorate instances of cultural misalignments and improve teaching and learning in my classroom. The results of the study show that the interstitial culture produced through the implementation of the different forms of cogen became a reference point to draw upon in improving the overall learning environment. Keywords Immigration Á Culturally responsive pedagogy Á Cogenerative dialogue Á Urban science education Á Autoethnography ''One of Tolstoy's stories is about a Chechen warlord called Hadji Murat, who tells a Russian officer one of his people's traditional sayings: A dog asked a donkey to eat with him and gave him meat, the donkey asked the dog and gave him hay: they both went hungry. He smiled. Every people finds its own ways good.'' (Appiah 2006, p.16

Although the transformation of relevant curriculum experiences for African American youth from impoverished backgrounds in large urban high schools offers many leadership challenges for faculty, few studies have focused on the roles of students and teachers in the creation of distributed leadership practices to build and sustain improved learning environments. Through ethnography we explore the leadership dynamics in one academy within a large urban high school whose students are mostly African American. Students in some classes had opportunities to participate in cogenerative dialogues and, in so doing, learned how to interact successfully with others, including their teachers and peers, and build collective agreements for future classroom roles and shared responsibility for their enactment. The study highlights the centrality of successful interactions among participants and the extent to which co-respect and co-responsibility for goals occur. Initially, a lack of trust within the community undermined tendencies to build solidarity throughout the community despite a commitment of the academy's coordinator to be responsive to the goals of others, listen to colleagues and students, and strive for collective goals. We argue that all participants in a field need to take responsibility for accessing and appropriating structures to achieve positive emotional energy through collective curriculum leadership and climates that create and sustain educational accomplishments. Furthermore, we suggest that individual and collective actions should be studied dialectically in subsequent research on leadership dynamics in schools.

The No Child Left Behind Act (2001) and the Individuals with Disabilities Education Improvement Act (2004) emphasize accountability to improve student academic achievement. Promoting self-determination has been proposed as a means to achieving this outcome. Elementary teachers in 30 states were surveyed to measure (a) their perceived importance of self-determination, (b) to what extent they teach it, and (c) the barriers that inhibit them from teaching it. Both general and special educators assigned considerable importance to self-determination instruction and reported at least occasionally providing such instruction. The authors found a lack of congruence between the value teachers place on promoting selfdetermination and the time they devote to teaching it. Limitations and implications are discussed, and suggestions for future research are offered.

This study investigated the seating patterns of target students in science classrooms to see if there was an action zone or t-zone present. Fifty-six physical science and chemistry classes were observed using the Brophy-Good Teacher-Child Dyadic Observation System. Target students were identified and thesir interactions were compared to non-target students. Target student interact4ons for direct questions and student-initiated interactions were analyzed to ascertain whether the teacher or the szudent determined target student status. Results indicated that no t-shaped action zone was present in the classes observed. Target students dominated class interactions and received more direct questions, teacher afforded conversation and sustaining feedback. Nearly one-third of all students observed in the study did not interact at all and were silent.

Recommendation: Increase the cultural diversity in the special education teacher workforce. 2. In order for students with disabilities to obtain, generalize, and apply selfdetermination skills in life and during IEP meetings, parents need to be aware what encompasses self-determination, why it is important, and ways for their child with a disability to use it (Grigal, Neubert, Moon, and Graham, 2003). Recommendation: Provide training to parents on self-determination, its importance, and how to support the development of skills. 3. Since student involvement in IEP development is required by age 16, secondary teachers may have more exposure to student-led IEPs and the acquisition of selfdetermination in their training program or in-service training. Elementary teachers may be less aware of strategies or programs that can be used to incorporate student involvement in IEP development and self-determination compared to secondary teachers. Even though some elementary teachers may believe that younger students may not be emotionally capable to carry out self-regulating or autonomous behaviors of self-determination, it is important for elementary teachers to begin to develop these abilities to build the foundation of a lifelong focus of self-determination (Wehmeyer & Palmer, 2003). Recommendation: Provide pre-service training and technical assistance and training to elementary in-service teachers on self-determination and student involvement in IEP development. 4. Special education teachers' responses indicated that they could use more training in teaching self-determination/self-advocacy skills. iv Recommendation: Provide pre-service training while in academic programs on how to incorporate self-determination concepts in clinical settings and to have exposure to self-determination skills throughout their academic program inclusive of all clinical aspects (practicum and internships). 5. Special education teachers have noted through this research study as well as other studies and articles (Wehmeyer, et al., 2000; Hawbaker, 2007) that lack of time to formally teach self-determination and student-led IEPs is an issue. Recommendation: Target school administrators to improve the capacity of teachers to teach self-determination skills and implement student-led IEP meetings. The principal conclusion of this research is that self-determination skills are essential for life after high school. The progressive success of student-led IEP meetings forms the basic infrastructure of confident, advocating adults, who have an understanding of their disability and what accommodations they will need in order to be successful as they begin their journey in life, work, leisure, and recreational pursuits. v Research Questions .

In response to Shady's reflection on his experience as a teacher-researcher in which he explored different cogen structures, we consider fluid participant configurations using cogens as a research method to provide insights into classroom life. Our cogens illuminated the role of symbolic, cultural and social capital in student-teacher alignments that changed across different classroom situations. In Shady's study, as well as our own, respectful student-teacher relationships that involved the teacher and students first establishing common social capital, enabled the teacher to ''be in with'' the students, and vice versa. We raise questions about how the structure of cogens might affect the nature of the dialogue that is cogenerated. Keywords Cogenerative dialogue Á Student-teacher alignment Á Classroom culture Á Solidarity This review essay expands the conversation started by Ashraf Shady (2013) in Negotiating cultural differences in urban science teacher education: an overview of a teacher's firsthand experience reflection of the cogen journey. Shady's article examined how he navigated his way through a series of cogenerative dialogues (cogens) to negotiate cultural misalignments with the students in his science class. Shady described cogens as ''a set of interactive practices structured towards a specific end.'' Using auto-ethnography, he reflected that three different cogen structures combined to provide a useful means of Lead Editor: P-L. Hsu. This review essay addresses issues raised in Ashraf Shady's (2013). Negotiating cultural differences in urban science teacher education: an overview of a teacher's first-20 hand experience reflection of the cogen journey.

The purpose of this study is to investigate the effects of the Family-Involved Self-Determination Learning Model of Instruction (SDLMI) on academic engagement and goal attainment of middle school students with disabilities who exhibit problem behavior. Intervention was provided to the experimental group (12 students with their families and special educators) in Korean language classes for seven months while no treatment was provided to the control group (12 students). As a result, academic engagement in the experimental group, measured by behavior rating and direct observation, increased at a significantly higher rate than that of the control group. Also, the goal attainment of Korean language in the experimental group improved significantly compared to the control group. Finally, discussions of the results, limitations of the study, and suggestions for future studies are presented.

Bold Visions in Educational Research is international in scope and includes books from two areas: teaching and learning to teach and research methods in education. Each area contains multi-authored handbooks of approximately 200,000 words and monographs (authored and edited collections) of approximately 130,000 words. All books are scholarly, written to engage specified readers and catalyze changes in policies and practices. Defining characteristics of books in the series are their explicit uses of theory and associated methodologies to address important problems. We invite books from across a theoretical and methodological spectrum from scholars employing quantitative,

Classrooms across the United States increasingly find immigrant science teachers paired with urban minority students, but few of these teachers are prepared for the challenges such cultural assimilation presents. This is particularly true in secondary science education. Identifying potential prospects for culturally adaptive pedagogy in science education is important for students and teachers alike because it provides means for increasing marginalized students' access to science fields. In this autoethnography, I document my experience as an immigrant science teacher in an urban intermediate school in New York City. Although I possessed the content knowledge highly valued by the current neoliberal agenda, I lacked the cultural adaptivity necessary to foster a successful learning environment. I utilized cogenerative dialogue (cogen) as a tool to ameliorate instances of cultural misalignments and improve teaching and learning in my classroom. The results of the study show that the interstitial culture produced through the implementation of the different forms of cogen became a reference point to draw upon in improving the overall learning environment. Keywords Immigration Á Culturally responsive pedagogy Á Cogenerative dialogue Á Urban science education Á Autoethnography ''One of Tolstoy's stories is about a Chechen warlord called Hadji Murat, who tells a Russian officer one of his people's traditional sayings: A dog asked a donkey to eat with him and gave him meat, the donkey asked the dog and gave him hay: they both went hungry. He smiled. Every people finds its own ways good.'' (Appiah 2006, p.16

Once communities’ stories are taken up by researchers and shared within the ivory tower of academia, the stories circulate within the ivory tower. It is often the case that these archived stories from communities are used by researchers, without asking permission from the communities where the stories originate. In this article, we aim to critically review and reflect on underlying theories and practices in conventional Eurocentric academia that allows for a ‘one direction’ mode of storytelling dissemination, allowing researchers to take the ‘version’ of community knowledge and/or stories without seeking the original approval from the communities themselves. We suggest ‘thoughtful’ questions for both settler and Indigenous researchers to consider in hopes of promoting ‘travelling back to original sources’ in their scholarly work.

Using a Community-First Land-Centered Framework this article reflects on an analysis of the research findings of a SSHRC funded research project. The project examined the ways two universities were interpreting and taking up the TRC report and its 94 Calls to Action. This is a crucial time in Canada’s relationship with Indigenous Peoples and the results of this research demonstrate that reconciliation remains a complex and challenging endeavour that has no quick fixes and further, that universities play a key role making the meaningful changes that are urgently needed to to make higher education welcoming and supportive for Indigenous Peoples.

Participatory action research is an empowering approach to advance research with participants. This paper describes and discusses the process and outcomes in engaging cogenerative dialogue (cogen) and coteaching in participatory action research (PAR) to support science curriculum change in a Singapore lower track classroom. The intervention was introduced after researching in a science teacher's two lower tracker classrooms for about 18 months and observing that his lessons were teacher-centered and he experienced difficulty engaging the students. Using the empirical findings to inform teaching practice, the researchers engaged the science teacher and two selected students in two cogen sessions to identify issues with the science lessons. The students suggested solutions which were taken up and used to plan and design revised lessons co-taught by the science teacher and one researcher. This paper describes changes to the teacher's and researcher's teaching, learning, and research experiences through the lens of cogen and PAR. Transcripts from one cogen session, one cotaught lesson, one teacher interview, and one researcher's written reflections were analyzed to distil affordances of PAR that led to changes in the classroom practices, views about science teaching and ways to carry out science research. The study illuminates the potentially transformative role of cogen, when coupled with action research, in Singapore and other classrooms.

We conducted a review of the literature to investigate interventions designed to increase students' involvement in their individualized education program (IEP) process. Sixteen studies were identified and analyzed in terms of six variables: purpose, participants/setting, design, dependent variables, independent variable, and results. Our findings suggest that students with widely varying disabilities can be actively involved in the IEP process. Our results also indicate that both published curricula designed to teach students skills to enhance their participation prior to IEP meetings and person-centered planning strategies are effective in increasing students' involvement in their IEP meetings, as substantiated through direct observation; scores on measures of self-determination; and/or feedback from participants, parents, and teachers. We discuss the results in terms of implications for practice and research, the need for future studies to assess the impact of student part...

A growing number of Indigenous people have successfully obtained an undergraduate degree and have continued their educational journey to earn a graduate degree. Indigenous communities have more Indigenous people attending post-secondary institutes seeking Western Knowledge as this is what is offered. Indigenous graduate students can transcend the colonial

This study explores cogenerative dialogues as potential spaces for supporting active participation among Latina students in science courses. I collaborated with two high school science teachers to enact cogenerative dialogues with five Latina students, each of whom had previously self-identified as reluctant class participants. Using a framework grounded in educación concepts of care, personalismo, and confianza, I found that, as the students took greater part in cogenerative dialogues, their active participation within in-class activities grew in parallel. This increase in participation was mediated by several conditions of cogenerative dialogues, which collectively fostered a spirit of community, agency, and science identity.

h i g h l i g h t s Cogenerative dialogues revealed students' explicit interests and learning needs. Teachers used this information to engage in several forms of adaptive instruction. Yet, more inferential student information often went underutilized by teachers. Teachers and students collaborated to solve instructional issues in the classroom.

Background: Open Dialogue (OD) is a needs-based, service-user initiated approach to mental health service delivery that emphasises dialogue, and shared understanding between service users, and their support network. Aims: The aim of this study was to explore the lived experience of being part of an OD-informed mental health service in Ireland. Method: Data were collected through semi-structured group interviews and analysed using thematic analysis. Results: Three primary themes were identified across the data set namely: diversity across practice; unpacking the taken-for-granted and mental health as shared experiences. Participants experienced enhanced communication, improved relationships with mental health staff and developed shared understandings of mental health. Conclusions: This small-scale implementation demonstrates the received value for service users and their networks of an OD-informed approach within a traditional care pathway. As a relational and collaborative way of working, it requires a shift in clinical practice for mental health staff and service users that is experienced as a welcome change from treatment-as-usual (TAU).

Current educational reform, policy and public discourse emphasise standardisation of testing, curricula and professional practice, yet the landscape of literacy practices today is fluid, interactive, multimodal, ever-changing, adaptive and collaborative. How then can English and literacy educators negotiate these conflicting terrains? The nature of today's literacy practices is reflected in a concept of living texts which refers to experienced events and encounters that offer meaning-making that is fluid, interactive and changing. Literacy learning possibilities with living texts are described and discussed by the authors who independently investigated the place of living texts across two distinctly different learning contexts: a young people's community arts project and a co-taught multiliteracies project in a high school. In the community arts project, young people created living texts as guided walks of urban spaces that adapt and change to varying audiences. In the multiliteracies project, two parents and a teacher created interactive spaces through co-teaching and cogenerative dialoguing. These spaces generate living texts that yield a purposefully connected curriculum rich in community-relevant and culturally significant texts. These two studies are shared with a view of bringing living texts into literacy education to loosen rigidity in standardisation.

Drawing on the work of Badiali and Titus (2010) and Bacharach, Heck, and Dahlberg (2010), we define coteaching as the following: both cooperating teacher and teacher candidate are engaged in student learning at all times through daily coplanning, coinstructing, and coassessing. We argue that collaborative planning (e.g., sharing ideas, developing instructional materials for feedback, sharing resources), instructing (i.e., the development of specific roles using a coinstructional strategy (1)), and assessing (collaborative evaluation, grading, and reflection on both formative and summative assessments) are the keys to successful coteaching. Early research on coteaching explored how coteaching could better support special education students. With the move toward inclusion and legislation that required students to be educated in the least restrictive environment as part of the Individuals With Disabilities Education Act and No Child Left Behind, coteaching began to be a model of instru...

In this study, I explore cogenerative dialogues as potentially supportive spaces for the development of mutual accountability and reciprocal learning between teachers and students, even within contexts dominated by high-stakes accountability and its associated challenges. In cogenerative dialogues, teachers gather with small groups of their students outside of instructional time to discuss classroom teaching and environment and to construct plans by which to improve student learning and wellbeing. Through a design-based case study, I worked with two science teachers, Lorena and Ellen, from urban high schools to establish and enact weekly cogenerative dialogues with their students over a period of five months. The high schools which framed the backdrop of this study served almost exclusively low-income Latino communities and

This paper reports the qualitative findings of a two-year study aimed at investigating the process and impact of video technology-aided and researcher-guided reflection on seven preservice teachers' learning to teach with information technology (IT). Video technology and guided reflection could afford the participants to develop their embodied understanding about technology-enhanced pedagogy and positively impact their future actions. However, dialogic understanding from guided reflection was found most crucial for preservice teachers to unsettle previously held assumptions, reconstruct new understandings, and consequently could prepare thems to be thoughtful for future actions. Implications for teacher education are discussed.

Current educational reform, policy and public discourse emphasise standardisation of testing, curricula and professional practice, yet the landscape of literacy practices today is fluid, interactive, multimodal, ever-changing, adaptive and collaborative. How then can English and literacy educators negotiate these conflicting terrains? The nature of today's literacy practices is reflected in a concept of living texts which refers to experienced events and encounters that offer meaning-making that is fluid, interactive and changing. Literacy learning possibilities with living texts are described and discussed by the authors who independently investigated the place of living texts across two distinctly different learning contexts: a young people's community arts project and a co-taught multiliteracies project in a high school. In the community arts project, young people created living texts as guided walks of urban spaces that adapt and change to varying audiences. In the multiliteracies project, two parents and a teacher created interactive spaces through co-teaching and cogenerative dialoguing. These spaces generate living texts that yield a purposefully connected curriculum rich in community-relevant and culturally significant texts. These two studies are shared with a view of bringing living texts into literacy education to loosen rigidity in standardisation.

This paper presents an approach to preservice science teacher education coupling video analysis with dialogue as tools for fostering teachers" ability to notice and reflexively interpret events captured during teaching practicum with the intent of transforming classroom practice. In this approach, video becomes a tool with which teachers connect theory and practice, and through dialogue, develop an appreciation for how one can inform the other. Specifically, we explore the role of cogenerative dialogue in structuring individual reflection and ongoing dialogue that help facilitate reflexivity. In doing so, we elaborate on the construct of reflexivity as a potential foundation for changing practices in the science classroom and we illustrate the ways in which reflexivity and action emerged from dialogic encounters around video analysis. We draw implications about the need for innovative teaching strategies, research initiatives, and changes in science teacher education

In Canada's post Truth and Reconciliation classrooms, educators continue to seek ways to begin the challenging work of lifting Indigenous knowledges within their classroom and within the curriculum. Many educators have begun to turn to land-based or place-based learning as a potential solution to this challenging work. This article undertakes a holistic dialogue with educators and offers two words, aokakio’siit, miyo waskawewin, that may serve as pedagogical reminders on how we can walk well both within the classroom and within life. This article brings together professional reflections with Indigenous teachings received from Elders, as a potential way forward in the lifting of Indigenous knowledges within schools and as a way of being in the world.

my dissertation committee chair, reluctantly allowed me to "jump off the deep end" and in the end taught me "how to swim." Dr. Pam Baker, a dissertation committee member, supported and guided me through every step of this journey, to include medical, physical and personal matters. Dr. Rick Brigham, a dissertation committee member, was the first person to encourage me to pursue my doctorate degree while taking a masters level course with him. Dr. Anne-Marie Balzano, a professor and friend, supported and encouraged me throughout the doctoral program. She offered her friendship and unconditional support from the moment I met her. Mr. Larry Flood, uncle and benefactor, ultimately provided me the opportunity to complete my degree. There are no words to describe how grateful I am to you for your generosity. The co-teachers and assistant principals in my study, thank you for sharing your experiences with me and providing such rich insight into your work. v TABLE OF CONTENTS List of Tables .

Current educational reform, policy and public discourse emphasise standardisation of testing, curricula and professional practice, yet the landscape of literacy practices today is fluid, interactive, multimodal, ever-changing, adaptive and collaborative. How then can English and literacy educators negotiate these conflicting terrains? The nature of today's literacy practices is reflected in a concept of living texts which refers to experienced events and encounters that offer meaning-making that is fluid, interactive and changing. Literacy learning possibilities with living texts are described and discussed by the authors who independently investigated the place of living texts across two distinctly different learning contexts: a young people's community arts project and a co-taught multiliteracies project in a high school. In the community arts project, young people created living texts as guided walks of urban spaces that adapt and change to varying audiences. In the multiliteracies project, two parents and a teacher created interactive spaces through co-teaching and cogenerative dialoguing. These spaces generate living texts that yield a purposefully connected curriculum rich in community-relevant and culturally significant texts. These two studies are shared with a view of bringing living texts into literacy education to loosen rigidity in standardisation.

In classrooms from kindergarten to graduate school, researchers have identified target students as students who monopolize material and human resources. Classroom structures that privilege the voice and actions of target students can cause divisive social dynamics that may generate cliques. This study focuses on the emergence of target students, the formation of cliques, and professors' efforts to mediate teacher learning in a Master of Science in Chemistry Education (MSCE) program by structuring the classroom environment to enhance nontarget students' agency. Specifically, we sought to answer the following question: What strategies could help college science professors enact more equitable teaching structures in their classrooms so that target students and cliques become less of an issue in classroom interactions? The implications for professional education programs in science and mathematics include the need for professors to consider the role and contribution of target students to the learning environment, the need to structure an equitable learning environment, and the need to foster critical reflection upon classroom interactions between students and instructors.