NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Boyd, Maureen P.; Jarmark, Christopher J.; Edmiston, Brian – Pedagogies: An International Journal, 2018
Collaborative social practices that people participate in to coauthor, or co-create, support, and sustain, a classroom community are challenging to research and represent because they are fluid and emergent, and interdependent and cumulative, as they develop across time and space, across experiences and relations. In this article, we take a…
Descriptors: Communities of Practice, Educational Practices, Longitudinal Studies, Classroom Techniques
Peer reviewed Peer reviewed
Direct linkDirect link
Moses, Lindsey – Pedagogies: An International Journal, 2016
This article provides findings about how the construction of literacy practices mediated the positive identity development of first-grade bilinguals in an inquiry-based setting over an academic year. Utilizing a sociocultural approach and a Positive Discourse Analysis lens, the researcher reports findings from an exemplary primary classroom that…
Descriptors: Bilingual Students, Grade 1, Active Learning, Inquiry
Peer reviewed Peer reviewed
Direct linkDirect link
Kamberelis, George – Pedagogies: An International Journal, 2013
In this article, I share results from a year-long qualitative study that focused on the emergent production of a classroom culture and the social identities most valued in that culture. I collected observational data, interview data and archival data throughout the school year in one self-contained fourth-grade classroom. Using a combination of…
Descriptors: School Culture, Classroom Environment, Classroom Techniques, Educational Practices
Peer reviewed Peer reviewed
Direct linkDirect link
Iddings, Ana Christina DaSilva; Rose, Brian Christopher – Pedagogies: An International Journal, 2012
This study draws on the application of sociocultural theory to second-language learning and teaching to examine the impact of a design-based research approach on teacher development and literacy instruction to English-language learners (ELLs). Design-based research methodology was employed to derive theoretical suppositions relating to the process…
Descriptors: English Language Learners, Educational Practices, Professional Development, Second Language Instruction