Integrated instruction may be everyone's ideal, but it is the reality in few classrooms. This rev... more Integrated instruction may be everyone's ideal, but it is the reality in few classrooms. This review of existing literature examines research to determine why this ideal may be infrequently realized. The review concluded that the mismatch between ideal and practice may be at least partially explained by the ambiguity in definitions in the professional literature. Finding no theoretical framework on which to base the review, the first task of the reviewers was to develop one. Next, the reviewers applied this framework to existing research on integrated instruction in elementary grades. They found few data-driven studies on integrated instruction of any sort, although essays advocating integrated language arts were many. Most projects interpreted integration as loose, thematic links. When studies considered interdisciplinary instruction, the boundaries between the subject areas were often rigid. Rarely would a literary stance or writing as a means for reflection be fostered across subject areas. While integrated approaches can serve to restructure school curriculum within and beyond the language arts, the paper concludes that a stronger theoretical and a research base is needed in establishing when and how to integrate the curriculum as well as for what purposes and for whom. Contains 108 references and a figure presenting a conceptual map of integration. (RS)
Gredler suggests that we “missed passages relevant to [the] discussion of concepts and knowledge ... more Gredler suggests that we “missed passages relevant to [the] discussion of concepts and knowledge construction”(p. 233) and rehearses Vygotsky's wellknown distinction between everyday and scientific concepts. Unfortunately, she fails to acknowledge the broader context framing our comments, nor does she acknowledge the ambivalence scholars have identified in Vygotsky's work. For example, Wertsch (1995, 1996, 2000), no newcomer to Vygotsky's writings, maintains that Vygotsky was an “ambivalent enlightenment rationalist, ...
During the 1970s, schema theory gained prominence as reading researchers took up early work by co... more During the 1970s, schema theory gained prominence as reading researchers took up early work by cognitive scientists to explore the role of schemas in reading. In the 1980s and ’90s, the field shifted as researchers increasingly used sociocultural theories, particularly the work of L. S. Vygotsky, to frame investigations of literacy. This article provides a brief review of schema theory as situated in literacy studies. The authors review various conceptions of schema theory to consider how recent social and cultural perspectives might prompt reconsideration of schemas as transactional and embodied constructs. Concomitantly, they explore how earlier conceptions of schema theory may assist researchers in their articulation of concepts such as ideal and material tools and the role of activity in Vygotsky’s work. The article concludes with considerations of implications for future work.
Literacy Research: Theory, Method, and Practice, 2021
We highlight in this essay the significant career contributions of William H. Teale to the field ... more We highlight in this essay the significant career contributions of William H. Teale to the field of literacy research, policy, and practice in recognition of his receipt of the 2020 Oscar S. Causey Award. First, we contextualize Professor Teale’s scholarship through personal descriptions of our decades-long collegial relationships with him. We then trace Teale’s early work to the career defining scholarship that led to paradigmatic shifts in early literacy research and practice. We highlight explicitly his consequential coauthored volume Emergent Literacy (Teale & Sulzby, 1986), which redefined literate practice and unlinked it from its conventional print-based onset to instead focus on the emergent literate practices that form the foundation of children’s meaningful engagement as literate beings. In the second half of our essay, we amplify the voices of colleagues across the world who provide testimonials that evidence the far-reaching and indelible impact of Professor Teale’s life...
Countries are seeing a rise in the number of families and schoolchildren who do not speak English... more Countries are seeing a rise in the number of families and schoolchildren who do not speak English as a first language. This study focuses on how two White monolingual English-speaking elementary teachers positioned language as it related to their Spanish-speaking students within a graduate teacher education program in the United States. Our work builds on previous cultural immersion studies by using embodied cognition and Latino Critical Theory (LatCrit) as analytical tools. Findings indicate that embodied experiences can increase teachers’ awareness of how speakers of English and Spanish are positioned by the dominant culture while LatCrit theory can illuminate future steps.
David C. S pendio ve, MSW, is Associ ate Instructor, Department of Family and Community Medicine;... more David C. S pendio ve, MSW, is Associ ate Instructor, Department of Family and Community Medicine; James R. Gavelek, Ph.D., is Assistant Professor, Department of Educational Psychol ogy; and Val Mac Murray, Ph.D., is Assistant Professor, Department of Family and Community Medicine, University of Utah Medical Center, Salt Lake City. Dr. MacMurray is also Manager of Research and Develop ment, Department of Social Services, The Church of Jesus Christ of Latter Day Saints, Salt Lake City. As of 1978, 47 percent of the mothers in turn may provoke or aggravate re in this country with children under 18 active depression. Unlike endogenous were not working outside their homes.1 depression, which has its etiology in This percentage represents approxorganic causes, reactive depression is imately 14.3 million women whose generally thought to be caused by the foremost responsibility is probably stresses of life. managing a household. It may also repOne of the primary stresses on most resent 14.3 million women who are housewives that helps account for both particularly vulnerable to depression, dependence and depression is child Approximately 9.1 percent of these rearing. For several reasons, the de women are married. mands of caring for children for most of More than one clinician has conthe day leave the housewife more vul cluded that women are more likely to nerable than her employed husband to experience depression than men.2 And feelings of dependence. Having small within families, wives are more likely children often means that a woman to be depressed than their husbands, does not have time for adult contacts This may be attributable to several or time for being alone; moreover, the factors that come into play when a wife housewife who usually spends the is primarily engaged in running a home, majority of the day with her children This article will explore the stresses may find them demanding of her time that influence the development of deand effort in a manner that is not in pression in women who stay home to tellectually stimulating. Her husband, take care of a household, and it will on the other hand, has the dual role of then use the model of learned helplessfather and wage earner and not only ness to explain how housewives come receives emotional support at home, to be vulnerable to habitual depression, but often obtains a degree of in given these stresses. Finally, it will detellectual stimulation at work. In addi scribe a strategy for treating the detion, he has access to a network of so pressed housewife that is based on the cial supports within the context of learned helplessness model. his job. Although the very term "housewife" In general, the housewife with young generates controversy and often has a children at home usually does not negative connotation, the authors are have a social support system as exten not aware of a better or equally simple sive as that of her husband, who has term that can be used to define the role regular contact with other adults at of the adult woman who does not work work. A study by Brown and Harris outside her home and whose primary recently found that women who had job is managing a household. Readers more than two children under the age of should note that the authors do not in14 were significantly more depressed tend to convey a negative meaning by than women who had fewer than two the use of the term and that housewife children, but that if the variable of is commonly used in the current pronumber of children in the home was fessional literature cited throughout controlled for, women who worked this article. were less depressed than those who did not.1 Merely working outside the home reduced by 50 percent the incidence of depression among the women included For many women, being a housewife in the study who did not have a sup means being inordinately dependent on portive relationship with a male com someone else, namely, their husband, panion. In the case of women who had Thus, many housewives never feel as such a relationship, the number of chil self-reliant as their husbands do. Indren at home did not influence the de
Integrated instruction may be everyone's ideal, but it is the reality in few classrooms. This rev... more Integrated instruction may be everyone's ideal, but it is the reality in few classrooms. This review of existing literature examines research to determine why this ideal may be infrequently realized. The review concluded that the mismatch between ideal and practice may be at least partially explained by the ambiguity in definitions in the professional literature. Finding no theoretical framework on which to base the review, the first task of the reviewers was to develop one. Next, the reviewers applied this framework to existing research on integrated instruction in elementary grades. They found few data-driven studies on integrated instruction of any sort, although essays advocating integrated language arts were many. Most projects interpreted integration as loose, thematic links. When studies considered interdisciplinary instruction, the boundaries between the subject areas were often rigid. Rarely would a literary stance or writing as a means for reflection be fostered across subject areas. While integrated approaches can serve to restructure school curriculum within and beyond the language arts, the paper concludes that a stronger theoretical and a research base is needed in establishing when and how to integrate the curriculum as well as for what purposes and for whom. Contains 108 references and a figure presenting a conceptual map of integration. (RS)
Discusses the development of general metacognitive skills as they relate to characteristics of th... more Discusses the development of general metacognitive skills as they relate to characteristics of the learning disabled, with consideration given to the various areas of research that exist under the general label of metacognition (e.g., metamemory and metacomprehension). A programmatic series of studies is described, including the demonstration of an existing phenomenon, an intervention study, and an instructional study that investigated the inclusion of the intervention program within a traditional classroom curriculum. Suggestions are proposed concerning the utility of this training in learning disabled populations, and future research is discussed relative to theoretical issues and training in questioning within the metacognitive framework. (25 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
"It may strike many as ironic that Vygotsky's ideas should appear so fruitful to people ... more "It may strike many as ironic that Vygotsky's ideas should appear so fruitful to people removed from him by time, space, and political system. Instead of viewing this as paradoxical, however, it should perhaps be seen as a straightforward example of how human genius can transcend historical, social, and cultural barriers." So concludes James Wertsch in his book Vygotsky and the Social Formation of Mind (1985). How are we to make sense of the individual whom Stephen Toulmin—the distinguished philosopher of science—has likened to the "Mozart of psychology" and Jerome Bruner has identified (along with Freud and Piaget) as "one of the three titans of psychology." For, despite accolades such as these, Vygotsky has been something of an enigma among American psychologists and a virtual unknown among American educators to whom he has so much to offer. Only recently have his ideas concerned with the social origins of mind begun to be "discovered" by psychologists in this country. To understand this delayed response and the significance of Wertsch's book requires that we be aware of the intellectual and political climate in the Soviet Union from 1924 to 1954 and the Zeitgeist of American psychology during the ensuing quarter of a century. Wertsch notes that it was during the decade from 1924 to 1934 that Vygotsky formulated and published most of the seminal ideas that would eventually constitute his sociohistorical approach to psychology. It was also during this time that Vygotsky shared major responsibility for the remaking of Soviet education in postrevolutionary Russia. For the next 20 years following his death and the posthumous publication of the classic Thought and Speech in 1934, Vygotsky's writings were suppressed for political reasons. His work remained unknown both within his own country and to the rest of the world. It was not until 1956, after the death of Stalin, that Vygotsky's ideas were discussed openly once again and that his collected works of six volumes were published. By the time the much abbreviated English translation of Vygotsky's Thought and Language was first published in the United States in 1962 there was a revolution of a cognitive variety already well under way. This revolution was to change the perspectives of psychology and education in the United States.,Revolutions oftentimes beget excesses in response to other excesses. The cognitive revolution had been a response to the excesses of behaviorism; and Vygotsky was erroneously characterized as a neobehaviorist, this despite the fact that conceptions of consciousness and mind were central to his approach. The problem stemmed from Vygotsky's functionalist conception of mind, while the cognitive revolution was distinctively structural in its orientation. It was Piaget, Chomsky^ and a host
Integrated instruction may be everyone's ideal, but it is the reality in few classrooms. This rev... more Integrated instruction may be everyone's ideal, but it is the reality in few classrooms. This review of existing literature examines research to determine why this ideal may be infrequently realized. The review concluded that the mismatch between ideal and practice may be at least partially explained by the ambiguity in definitions in the professional literature. Finding no theoretical framework on which to base the review, the first task of the reviewers was to develop one. Next, the reviewers applied this framework to existing research on integrated instruction in elementary grades. They found few data-driven studies on integrated instruction of any sort, although essays advocating integrated language arts were many. Most projects interpreted integration as loose, thematic links. When studies considered interdisciplinary instruction, the boundaries between the subject areas were often rigid. Rarely would a literary stance or writing as a means for reflection be fostered across subject areas. While integrated approaches can serve to restructure school curriculum within and beyond the language arts, the paper concludes that a stronger theoretical and a research base is needed in establishing when and how to integrate the curriculum as well as for what purposes and for whom. Contains 108 references and a figure presenting a conceptual map of integration. (RS)
Gredler suggests that we “missed passages relevant to [the] discussion of concepts and knowledge ... more Gredler suggests that we “missed passages relevant to [the] discussion of concepts and knowledge construction”(p. 233) and rehearses Vygotsky's wellknown distinction between everyday and scientific concepts. Unfortunately, she fails to acknowledge the broader context framing our comments, nor does she acknowledge the ambivalence scholars have identified in Vygotsky's work. For example, Wertsch (1995, 1996, 2000), no newcomer to Vygotsky's writings, maintains that Vygotsky was an “ambivalent enlightenment rationalist, ...
During the 1970s, schema theory gained prominence as reading researchers took up early work by co... more During the 1970s, schema theory gained prominence as reading researchers took up early work by cognitive scientists to explore the role of schemas in reading. In the 1980s and ’90s, the field shifted as researchers increasingly used sociocultural theories, particularly the work of L. S. Vygotsky, to frame investigations of literacy. This article provides a brief review of schema theory as situated in literacy studies. The authors review various conceptions of schema theory to consider how recent social and cultural perspectives might prompt reconsideration of schemas as transactional and embodied constructs. Concomitantly, they explore how earlier conceptions of schema theory may assist researchers in their articulation of concepts such as ideal and material tools and the role of activity in Vygotsky’s work. The article concludes with considerations of implications for future work.
Literacy Research: Theory, Method, and Practice, 2021
We highlight in this essay the significant career contributions of William H. Teale to the field ... more We highlight in this essay the significant career contributions of William H. Teale to the field of literacy research, policy, and practice in recognition of his receipt of the 2020 Oscar S. Causey Award. First, we contextualize Professor Teale’s scholarship through personal descriptions of our decades-long collegial relationships with him. We then trace Teale’s early work to the career defining scholarship that led to paradigmatic shifts in early literacy research and practice. We highlight explicitly his consequential coauthored volume Emergent Literacy (Teale & Sulzby, 1986), which redefined literate practice and unlinked it from its conventional print-based onset to instead focus on the emergent literate practices that form the foundation of children’s meaningful engagement as literate beings. In the second half of our essay, we amplify the voices of colleagues across the world who provide testimonials that evidence the far-reaching and indelible impact of Professor Teale’s life...
Countries are seeing a rise in the number of families and schoolchildren who do not speak English... more Countries are seeing a rise in the number of families and schoolchildren who do not speak English as a first language. This study focuses on how two White monolingual English-speaking elementary teachers positioned language as it related to their Spanish-speaking students within a graduate teacher education program in the United States. Our work builds on previous cultural immersion studies by using embodied cognition and Latino Critical Theory (LatCrit) as analytical tools. Findings indicate that embodied experiences can increase teachers’ awareness of how speakers of English and Spanish are positioned by the dominant culture while LatCrit theory can illuminate future steps.
David C. S pendio ve, MSW, is Associ ate Instructor, Department of Family and Community Medicine;... more David C. S pendio ve, MSW, is Associ ate Instructor, Department of Family and Community Medicine; James R. Gavelek, Ph.D., is Assistant Professor, Department of Educational Psychol ogy; and Val Mac Murray, Ph.D., is Assistant Professor, Department of Family and Community Medicine, University of Utah Medical Center, Salt Lake City. Dr. MacMurray is also Manager of Research and Develop ment, Department of Social Services, The Church of Jesus Christ of Latter Day Saints, Salt Lake City. As of 1978, 47 percent of the mothers in turn may provoke or aggravate re in this country with children under 18 active depression. Unlike endogenous were not working outside their homes.1 depression, which has its etiology in This percentage represents approxorganic causes, reactive depression is imately 14.3 million women whose generally thought to be caused by the foremost responsibility is probably stresses of life. managing a household. It may also repOne of the primary stresses on most resent 14.3 million women who are housewives that helps account for both particularly vulnerable to depression, dependence and depression is child Approximately 9.1 percent of these rearing. For several reasons, the de women are married. mands of caring for children for most of More than one clinician has conthe day leave the housewife more vul cluded that women are more likely to nerable than her employed husband to experience depression than men.2 And feelings of dependence. Having small within families, wives are more likely children often means that a woman to be depressed than their husbands, does not have time for adult contacts This may be attributable to several or time for being alone; moreover, the factors that come into play when a wife housewife who usually spends the is primarily engaged in running a home, majority of the day with her children This article will explore the stresses may find them demanding of her time that influence the development of deand effort in a manner that is not in pression in women who stay home to tellectually stimulating. Her husband, take care of a household, and it will on the other hand, has the dual role of then use the model of learned helplessfather and wage earner and not only ness to explain how housewives come receives emotional support at home, to be vulnerable to habitual depression, but often obtains a degree of in given these stresses. Finally, it will detellectual stimulation at work. In addi scribe a strategy for treating the detion, he has access to a network of so pressed housewife that is based on the cial supports within the context of learned helplessness model. his job. Although the very term "housewife" In general, the housewife with young generates controversy and often has a children at home usually does not negative connotation, the authors are have a social support system as exten not aware of a better or equally simple sive as that of her husband, who has term that can be used to define the role regular contact with other adults at of the adult woman who does not work work. A study by Brown and Harris outside her home and whose primary recently found that women who had job is managing a household. Readers more than two children under the age of should note that the authors do not in14 were significantly more depressed tend to convey a negative meaning by than women who had fewer than two the use of the term and that housewife children, but that if the variable of is commonly used in the current pronumber of children in the home was fessional literature cited throughout controlled for, women who worked this article. were less depressed than those who did not.1 Merely working outside the home reduced by 50 percent the incidence of depression among the women included For many women, being a housewife in the study who did not have a sup means being inordinately dependent on portive relationship with a male com someone else, namely, their husband, panion. In the case of women who had Thus, many housewives never feel as such a relationship, the number of chil self-reliant as their husbands do. Indren at home did not influence the de
Integrated instruction may be everyone's ideal, but it is the reality in few classrooms. This rev... more Integrated instruction may be everyone's ideal, but it is the reality in few classrooms. This review of existing literature examines research to determine why this ideal may be infrequently realized. The review concluded that the mismatch between ideal and practice may be at least partially explained by the ambiguity in definitions in the professional literature. Finding no theoretical framework on which to base the review, the first task of the reviewers was to develop one. Next, the reviewers applied this framework to existing research on integrated instruction in elementary grades. They found few data-driven studies on integrated instruction of any sort, although essays advocating integrated language arts were many. Most projects interpreted integration as loose, thematic links. When studies considered interdisciplinary instruction, the boundaries between the subject areas were often rigid. Rarely would a literary stance or writing as a means for reflection be fostered across subject areas. While integrated approaches can serve to restructure school curriculum within and beyond the language arts, the paper concludes that a stronger theoretical and a research base is needed in establishing when and how to integrate the curriculum as well as for what purposes and for whom. Contains 108 references and a figure presenting a conceptual map of integration. (RS)
Discusses the development of general metacognitive skills as they relate to characteristics of th... more Discusses the development of general metacognitive skills as they relate to characteristics of the learning disabled, with consideration given to the various areas of research that exist under the general label of metacognition (e.g., metamemory and metacomprehension). A programmatic series of studies is described, including the demonstration of an existing phenomenon, an intervention study, and an instructional study that investigated the inclusion of the intervention program within a traditional classroom curriculum. Suggestions are proposed concerning the utility of this training in learning disabled populations, and future research is discussed relative to theoretical issues and training in questioning within the metacognitive framework. (25 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
"It may strike many as ironic that Vygotsky's ideas should appear so fruitful to people ... more "It may strike many as ironic that Vygotsky's ideas should appear so fruitful to people removed from him by time, space, and political system. Instead of viewing this as paradoxical, however, it should perhaps be seen as a straightforward example of how human genius can transcend historical, social, and cultural barriers." So concludes James Wertsch in his book Vygotsky and the Social Formation of Mind (1985). How are we to make sense of the individual whom Stephen Toulmin—the distinguished philosopher of science—has likened to the "Mozart of psychology" and Jerome Bruner has identified (along with Freud and Piaget) as "one of the three titans of psychology." For, despite accolades such as these, Vygotsky has been something of an enigma among American psychologists and a virtual unknown among American educators to whom he has so much to offer. Only recently have his ideas concerned with the social origins of mind begun to be "discovered" by psychologists in this country. To understand this delayed response and the significance of Wertsch's book requires that we be aware of the intellectual and political climate in the Soviet Union from 1924 to 1954 and the Zeitgeist of American psychology during the ensuing quarter of a century. Wertsch notes that it was during the decade from 1924 to 1934 that Vygotsky formulated and published most of the seminal ideas that would eventually constitute his sociohistorical approach to psychology. It was also during this time that Vygotsky shared major responsibility for the remaking of Soviet education in postrevolutionary Russia. For the next 20 years following his death and the posthumous publication of the classic Thought and Speech in 1934, Vygotsky's writings were suppressed for political reasons. His work remained unknown both within his own country and to the rest of the world. It was not until 1956, after the death of Stalin, that Vygotsky's ideas were discussed openly once again and that his collected works of six volumes were published. By the time the much abbreviated English translation of Vygotsky's Thought and Language was first published in the United States in 1962 there was a revolution of a cognitive variety already well under way. This revolution was to change the perspectives of psychology and education in the United States.,Revolutions oftentimes beget excesses in response to other excesses. The cognitive revolution had been a response to the excesses of behaviorism; and Vygotsky was erroneously characterized as a neobehaviorist, this despite the fact that conceptions of consciousness and mind were central to his approach. The problem stemmed from Vygotsky's functionalist conception of mind, while the cognitive revolution was distinctively structural in its orientation. It was Piaget, Chomsky^ and a host
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