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ERIC Number: ED444184
Record Type: RIE
Publication Date: 2000
Pages: 33
Abstractor: N/A
Teaching and Learning Literate Epistemologies. CELA Research Report.
Johnston, Peter; Woodside-Jiron, Haley; Day, Jeni
As part of a larger study of 28 fourth-grade classroom teachers noted for their effectiveness in developing students' literacy skills, this paper studies relationships between teacher epistemology, classroom interactions, and related student epistemologies and identities. It details the links between four teachers' epistemological stances and those of their fourth-grade students via interview data and classroom discourse analysis. Classroom discourse, orchestrated by the teacher, likely mediates many of the associations between teacher and student epistemologies documented here. (Contains 35 references and a table identifying features of epistemological stances.) (RS)
National Research Center on English Learning and Achievement, University at Albany, State University of New York, 1400 Washington Avenue, Albany, NY 12222. Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on English Learning and Achievement, Albany, NY.