Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography Annotated Bibliography1 Alexander, P.A.

& Fives, H. (2000). Achieving expertise in teaching reading. In Baker, L., Dreher, M.J., & Guthrie, J.T. (Eds.), Engaging Young Readers: Promoting Achievement through Motivation (pp. 285-308). New York: Guilford Press. Alexander and Fives (2000) describe the progression of teacher development in three stages, each marked by particular challenges that must be negotiated in myriad ways. These stages (acclimation, competence, and proficiency) are undergirded by knowledge, motivation, and strategic processing, which allows researchers to better understand what drives teacher actions and underlies their development. An important aspect of teacher development lies in innovating and reinventing oneself alongside the needs of a changing world. However, Alexander and Fives (2000) caution readers about the challenge with this ebb and flow of teaching practice: "If educators continue to experience limited success, their interest and dedication decrease, as does their willingness to attempt new innovations and strategies" (p. 292). This is a good piece of novice/expert research that provides insight into how math teachers may develop as they implement new instructional practices. It could be a framework for future study. Alger, C. (2009). Content area reading strategy knowledge transfer from preservice to first-year teaching. Journal of Adolescent & Adult Literacy, 53 (1), 60-69. The author investigates the transfer of content area reading strategies in four first-year teachers classrooms. Two English and two biology teachers were selected for the study

All citations in blue were determined with my committee chair, Dr. Kathy Wilson, to strengthen my work in Strand B-Theoretical and Philosophical perspectives.

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography based on their participation in the authors content-area literacy course required for undergraduate coursework. The guiding questions included: What and how much do the teachers ask their students to read? What reading strategies do teacher use, and why? What are the barriers to using reading strategies in content area classrooms?

Results indicated the teachers missed the big point of their pre-service course in content area literacy--that along with teaching their students the content, they are also teachers of reading as it pertains to their discipline" (p. 67) and provided additional questions: Alger (2007) writes, "These two conditions--few pages read and few strategies employed--leave one with questions: How will our students become better readers? How will they advance to college-level reading?" (p. 67). While this is not specific to mathematics, it provides some probing questions that could facilitate interviews and frame methodology for my research.

Alger, C. (2007). Engaging student teachers' hearts and minds in the struggle to address (il)literacy in content area classrooms. Journal of Adolescent & Adult Literacy, 50 (8), 620630.

Alger explores content literacy integration across all disciplines in the context of a preservice course for middle and high school teachers. The author engages preservice teachers in the study of content literacy through creating a platform of literacy as a social justice issue through a blended course consisting of online and face-to-face meetings. Students focus on vocabulary and comprehension, with streamed videos of embedding a

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography reading strategy in a lesson after engaging in literature circle discussions concerning text of the oppressed. Qualitative data were collected and thematically coded into two categories: 1) Content learned; and 2) Commitment to literacy.

Alliance for Excellent Education (2006). Reading and writing in the academic content areas. Washington, D.C.: Alliance for Excellent Education.

In this edition, authors promote reading and writing in the academic content areas through citing research by ACT and other college and career-ready organizations that plead for explicit literacy instruction beyond grade 3 and embedded in all disciplines. Less than one-third of Americas high school students read or write at grade levelolder students must be skilled at reading to learn, but they are never finished learning to readmoving from one subject area to the next, they must tap into entirely different sets of vocabulary, jargon, and background knowledge (p. 1-2). The authors identify three barriers to content-area teachers assuming responsibility for literacy instruction across disciplines including aversion to change/seeing themselves as content specialists, time required to develop and teach reading and writing tasks, and the narrowed curricular focus attributed to accountability measures, often emphasizing recall of factual information. Undergirded by ACT (2005) research which includes exposure to sophisticated, high-level reading materials is a powerful predictor of student success when they go on to college, math, science, history, and other courses, a four-part agenda is presented. This agenda advocates for comprehension strategy instruction and skillbased instruction, relative to the discipline, in reading and writing. To summarize, all

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography teachers should know what is distinct about reading and writing in their discipline, and they should, as a matter of basic professional competence, know how to make those rules, conventions, and practices apparent to students (p. 5).

Alvermann, D., Friese, E., Beckmann, S., & Rezak, A.,. (2011). Content area reading pedagogy and domain knowledge: A bourdieusian analysis. Australian Educational Researcher (Australian Association for Research in Education), 38(2), 203; 203-220. The authors explore mathematics teachers understandings of content area reading instruction in relation to mathematics content and the extent to which online mentoring supporting the integration of knowledge and instruction. Pairs of teachers were asked to develop, implement, and evaluate four lessons embedding reading instruction, with mentoring support provided by reading educator experts. Results indicated that instances in which reading instruction was integrated effectively was relative to a mentors expertise in mathematics, which supports the idea that reading teacher educators must also have a background in mathematics to be a valued support to literacy integration in mathematics.

Applebee, A. et al. (2007). Interdisciplinary curricula in middle and high school classrooms: Case studies of approaches to curriculum and instruction. American Educational Research Journal, 44(4), 1002-1039.

This study examines 11 interdisciplinary teams involving 30 teachers and 542 students in New York and California with the conclusion that interdisciplinary coursework is neither

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography a problem nor a solution in efforts to increase student achievement. A brief analysis of the preexisting literature is included (5 studies of English-social studies combinations) and is summarized on an interdisciplinary continuum that incorporates the terms, types of curriculum, and characteristics of each type. Interestingly, the authors discovered the curricula required at particular grade levels influenced the interdisciplinary combinations (i.e. linking American History and American Literature in 11th grade whereas middle schools chose a more correlated structure). In addition, the study provides examples from the case studies of each type of interdisciplinary instruction including student work samples, teacher interviews, and observations. The study sought to extend the research base of interdisciplinary instruction in secondary schools by examining structures, pedagogies employed, and instructional activities in which students participated. The authors conclude with a review of the continuum, an analysis of the results in the context of instructional approaches, an invitation to measure the impact of approaches on achievement (as that was not the intent of this study), and other issues that require research.

Barry, A. L. (2002). Reading strategies teachers say they use. Journal of Adolescent & Adult Literacy, 46(2), pp. 132-141.

The author conducted a quantitative study using a survey instrument to determine literacy strategies that content-area teachers use and examine the root causes for each strategys use. She teaches a content-area reading course and wanted to evaluate the merit of providing a strategy-based course to preservice teachers, citing the required

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography course as being problematic for students as they want to focus on their content area. 550 former students, now practicing teachers, were invited to participate in a brief mailed survey in which they responded regarding which strategies they use, identifying the effectiveness of each, and an opportunity for open-ended response regarding the course. The intent was to use this survey to continue study with classroom observations. Results were analyzed and indicated that the use of visual aids was the most frequently used strategy; however, time and confidence were barriers to implementation of many of the strategies. There is an expansive bibliography providing the theoretical basis and practical strategy resources within the article. It is interesting to note that there are not any math-specific resources included. However, I could methodologically include a similar survey in my dissertation study to determine which teachers participate and engage in classroom observations and interviews. Baumann, J. Edwards, E., Boland, E., Olejnik, S. & E. Kameenui (2003). Vocabulary tricks: Effects of instruction in morphology and context on fifth-grade studentsability to derive and infer word meanings. American Educational Research Journal, 40, 447-494.

This quasi-experimental study compared the effects of morphemic and contextual analysis instruction (MC) with the effects of textbook vocabulary instruction (TV) that was integrated into social studies textbook lessons. The participants were 157 students in eight fifth-grade classrooms. The results indicated that (a) TV students were more successful at learning textbook vocabulary; (b) MC students were more successful at inferring the meanings of novel affixed words; (c) MC students were more successful at

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography inferring the meanings of morphologically and contextually decipherable words on a delayed test but not on an immediate test; and (d) the groups did not differ on a comprehension measure or a social studies learning measure. The results were interpreted as support for teaching specific vocabulary and morphemic analysis, with some evidence for the efficacy of teaching contextual analysis.

Berliner, D.C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5-13. Berliner examines the findings of expert and novice teacher decision-making research conducted in the late 1980s. The findings suggest that expert teachers, not necessarily experienced teachers, take more take to evaluate classroom problems, use practical knowledge and demonstrate a complexity of problem solving (p. 10) relative to novice teachers. He suggests observational, correlational, and experimental studies are important and provide insight that can support the development of teacher expertise. Describing the internal criteria that experts use to decide how to proceed in classrooms is the nature of the research being sought. Several reasons are provided for studying expertise: a) exemplary performances will provide useful case material for analysis by novices; b) to promote thinking about expert pedagogy, including the necessary diverse range of instructional options and decision-making protocols for such options; c) to assist experts in articulating the rationale for their decisions-many experts have automaticity of their thinking and decision-making, which makes it difficult to describe to novices during student-teaching experiences. Three methodological problems are described with conducting this type of research: 1) criteria for identification of experts; 2) the confounding of experience and expertise, which makes it difficult to parse out experience

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography from expertise; and 3) the knowledge systems used in pedagogy, including two large domains: subject matter knowledge and knowledge of organization and management of classrooms. Berliners (1986) findings suggest experienced teachers: Have a different schemata than novice teachers for students Make inferences about objects and classroom events Apply domain-specific knowledge to make sense of their classrooms through visual scanning Categorize problems to be solved at a higher level than novices Possess fast and accurate pattern recognition capabilities Deeply examine problems in order to build a problem representation and think through initial first strategies. Are self-regulatory and metacognitive in planning and allocating instructional time Closely examine student work to guide lesson planning

There are several references that I will investigate as a result of this article relative to my area of emphasis: Leinhardt and Greeno (1986) uncovered visual scanning and well-scripted routines as established characteristics of opening classroom routines in expert teachers mathematics classes.
Leinhardt, G., & Greeno, J.G. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78, 75-95.

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography Brooks and Hawke (1985) found similar results when comparing experienced effective teachers with inexperienced ineffective seventh-grade mathematics teachers.
Brooks, D.M. & Hawke, G. (1985). Effective and ineffective session-opening teacher activity and task structure. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Housner and Griffey (1985) found experienced teachers were better able to anticipate potential challenges and produce contingency plans based on these possibilities.
Housner, L.D., & Griffey, D.C. (1985). Teacher cognition: Differences in planning and interactive decision-making between experienced and inexperienced teachers. Research Quarterly for Exercise and Sport, 56, 45-53.

Biesta, G. (2004). Mind the gap. In C. Bingham & A.M. Sidorkin (Eds.) No education without relation. New York: Peter Lang. 11-22.

The author describes a pedagogy of relation in which the gap should be considered relative to three models of communication: a) communication as the transmission of information; b) communication as participation; and c) a performative theory of communication. Biesta (2004) describes, Education takes place in the interaction between the teacher and the learner . . . (it exists) in and through the communicative interaction between the teacher and the learner (p. 21). In other words, education takes place in the gap. Biesta (2004) urges that the activities of the learner are a crucial and constitutive dimension of any educative process. Likewise, the educator brings activities into the relationship. It

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography is between the educator and the one being educated that a gap exists. Congruent with constructivist epistemology, "for each of us the world in which we live and work has a unique, individual meaning that is the result of our past experiences and our past learning" (Biesta, 2004, p. 15). Continuing, "Teaching is about the construction of a social situation, and the effects of teaching results from the activities of the students in and in response to the social situation. Learners learn from their participation in a social situation, then the conclusion has to be that it does this is a social situation that emerges from the interaction between the teacher and student that actually 'does' the education" (p. 18).This is somewhat similar to the three pronged interaction between I, Thou, and It proposed by Hawkins (1967). This piece provides a foundation for learning and the theoretical perspective that my study aligns with.

Bintz, W. (2006). Integrating literacy, math, and science to make learning come alive. Middle School Journal, 37(3), 30-37.

The authors purport that developing and implementing relevant, challenging, integrative, and exploratory curriculum is important in middle grades education. This publication offers a example of a standards-based interdisciplinary unit designed to seamlessly integrate math, science, and literature along with student samples of work. It concludes with several lessons learned concerning this type of instructional model: 1) high-quality literature can provide context for understanding concepts in other disciplines; 2) Scheduling students and dealing with time and space constraints were problematic in

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography implementation; and 3) Coordination and collaboration with involved faculty was key to success.

Bintz, W. (2011). Teaching vocabulary across the curriculum. Middle School Journal, 42(4), 4453.

An exploration of vocabulary in middle grades is designed around four questions: When does learning vocabulary start? What does learning vocabulary mean? How is vocabulary learned? What is the relationship between vocabulary growth and reading comprehension? In addition to providing a review of research for each question, the author illustrates eight vocabulary strategies and provides examples of each (Anticipation Guide for Congruent Angles is excellentshare with teachers).

Bos, C. S., & Anders, P. L. (1990). Effects of interactive vocabulary instruction on the vocabulary learning and reading comprehension of junior-high learning disabled students. Learning Disability Quarterly, 13(1), 31-42. This study compared the effectiveness of three interactive vocabulary strategies in working with 61 learning disabled young adolescents. Using content area texts, students participated in one of three interactive strategiessemantic mapping (SM), semantic feature analysis (SFA), and semantic/syntactic feature analysis (SSFA). Learning was measured both at short and long term by vocabulary and comprehension multiple-choice items and written recalls. Results suggested that students participating in the interactive strategies demonstrated greater comprehension and vocabulary learning than students receiving definition instruction.

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography Borasi, R., Siegel, M., Fonzi, J., & Smith, C. (1998). Using transactional reading strategies to support sense-making and discussion in mathematics classrooms: An exploratory study. Journal for Research in Mathematics Education, 29(3), 275305. In this study, the authors explore the potential for mathematics instruction of four reading strategies grounded in transactional reading theory: Say Something, Cloning an Author, Sketch-to-Stretch, and using cards. The results demonstrate that encouraging mathematics students to talk, write, draw, and enact texts can provide students with concrete ways to construct and negotiate interpretations of what they read; thereby, demonstrating comprehension of mathematics texts. In addition, the authors explore ways in which these reading strategies facilitate conceptual understanding of mathematics when they are supported by compatible classroom norms and values. This is the theoretical grounding for reading in mathematics that aligns with disciplinary literacy because it goes beyond simply deriving meaning from mathematics symbols and textbooks. Transactional reading theory (Rosenblatt, 1978) supports the idea of active sense-making of mathematics and honoring individual perspectives and interpretations to text. This will definitely be used in my theoretical framework and ground the research I conduct. Bosse, M.J., & Faulconer, J. (2008). Learning and assessing mathematics through reading and writing. School Science and Mathematics, 108(1), 819. This article explores anecdotal evidence gained from the authors delivery of K-12 workshops for pre-service and in-service mathematics teachers regarding reading and writing in mathematics. The authors purport students learn mathematics more

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography effectively and more deeply when reading and writing is directed at learning mathematics (p. 8) and argue that reading about mathematics is not the same as reading in mathematics. A distinction is drawn between researching and writing biographies of famous mathematicians and even integrating picture books, comics, and mystery novels in mathematics and authentic tasks of reading in mathematics. Bosse and Faulconer (2008) suggest many educators are seduced into using these attractive materials without truly integrating reading and writing in the teaching and learning of mathematics (p. 10). Several strategies and examples are presented that may serve as vignettes in teacher interviews or other aspects of my research. Boyer, E. (1985). High school: A report on secondary education in America. New York: HarperCollins. Boyers Carnegie Commission report (1985) summarizes: Most textbooks present studies with a highly simplified view of reality and practically no insight into the methods by which the information has been gathered and the facts distilled. Moreover, textbooks seldom communicate to students the richness and excitement of the original works (p. 143). Bransford, J., Derry, S., Berliner, D., & Hammerness, K., with Beckett, K. L., (2005). Theories of learning and their roles in teaching. In Darling-Hammond, L., & Bransford, J. (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 40-87). San Francisco, CA: Jossey-Bass. The authors utilize the How People Learn framework as a way to organize thinking, which includes: knowledge-centeredness (what should be taught, why it is important,

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography and how this knowledge should be organized); learner-centeredness (who learns, how, and why); community-centeredness (what kinds of environments enhance learning); and assessment centeredness (what kinds of evidence for learning stakeholders can use to see if effective learning is really occurring). Through this framework, teaching expertise is examined, whereby the authors assert [experts knowledge] is connected and organized around important ideas of their disciplines. This organization of knowledge helps experts know when, why, and how aspects of their vast repertoire of knowledge and skills are relevant in any particular situation (p. 45). The authors compliment this discussion with Schwartz, Bransford, and Sears (in press) research surrounding adaptive expertise, coupling efficiency with innovation. Summarizing, instruction that balances efficiency and innovation should also include opportunities to experiment with ideas and, in the process, experience the need to change them. These kinds of experiences often require opportunities to interact actively with artifacts and people to discover inconsistencies and preconceptions that need further refinement (p. 51). Additionally, Experts possess cognitive flexibility when they can evaluate problems and other types of cases in their fields of expertise from many conceptual points of view, seeing multiple possible interpretations and perspectives (p. 61). Efficiency alone is not expertise, expert teachers require the ability to adapt to diverse situations and anticipate potential challenges. Inquiry serves as one mode through which teachers can develop adaptive expertise, questioning the why and the when of learning strategies. Follow-up references: Bruner (1960, 1977) argued Teaching specific topics or skills without making clear

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography their context in the broader fundamental structure of a field of knowledge is uneconomicalAn understanding of fundamental principles and ideas appears to be the main road to adequate transfer of training (p. 25). Nathan, Koediner, and Alibali (2001) use the term expert blind spots to refer to the content knowledge that has become so tacit and automatic that it can be skipped over in instruction by expert teachers. Hatano and Osura (2003) distinguish between routine experts and adaptive experts. Routine experts develop a core set of competencies that they apply throughout their lives with greater efficiency as they gain more experience and practice. Adaptive experts are much more likely to change their core competencies and continually expand the breadth and depth of their expertise. McLauglin and Talbert (2001) noted the importance of teachers learning from one another, providing models that support student learning, and sharing their expertise to improve the overall quality of instruction. Brophy, J., & Good, T. L. (1986). Teacher behavior and Student Achievement. In M. C. Wittrock and American Educational Research Association (Eds.), Handbook of research on Teaching (3rd ed., pp. 328-375). New York: Collier McMillan. This chapter provides an overview of research conducted from 1973-1983 concerning teacher effectiveness studies examining typical elementary and secondary school settings. Each study describes the characteristics of effective teacher behaviors such as enthusiasm, organization, and a business-like presence (see Rosenhine & Furst, 1973) and questioning protocols (see Wright and Nuthall, 1970) relative to student

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography achievement. Findings indicate quantity of instruction as the key correlate of achievement, with effective time management and classroom management as key factors in the amount of instructional time in any of the classrooms studied. Good and Grouws (1979) research illuminates the typical instructional script for mathematics: 1) Daily review; 2) Development of lesson concept; 3) Seatwork; and 4) Homework. Occasionally, the researchers observed special reviews that were conducted once weekly or once monthly to retain previous skills. This supports the context of math education and will be useful in my literature review. Brozo, W. (2010). The role of content literacy in an effective RTI program. The Reading Teacher, 64(2), 147-150. The author explores how to support RTI efforts through content literacy through suggestions for structure and implementation. A review of the literature provides a sound rationale and recent publications such as the CCSSI-English Language Arts undergirds much of the call for action. Bulgren, J. A., & Schumaker, J. B. (2006). Teaching practices that optimize curriculum access. In D. D. Deshler & J. B. Schumaker (Eds.), Teaching adolescents with disabilities. Accessing the general education curriculum (pp. 79-120). Thousand Oaks, CA: Corwin Press. The authors present the results of a systematic research review that details positive interventions for secondary school students struggling to learn subject-area content. They group the interventions as either text-based or multiple-source based. From there, the interventions are classified into three groups: organizing information, understanding

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography information, and recalling information. Each group includes Content Enhancement Routines for content areas to illustrate their use in instruction. These vignettes may provide some information to share with math teachers during coaching. Bullough, R. V., Jr. & Baughman, K. (1997). First year teacher eight years later: an inquiry into teacher development. New York: Teachers College Press. Bullough constructed a single case-study design based on Yins (1989) framework, conducting 1-2 hours of observations weekly, interviews, videotaped lessons with analysis, and coding of audiotapes of Kerrie Baughman. This resulted in the publication First Year Teacher. The current publication continues her narrative as a teacher, describing the tensions of teaching and teacher development process of one teacher. "Huberman's life-cycle work was selected for analysis because of the light it sheds on teacher development generally and on mature teachers specifically" (p. 55). The authors go on to describe why this model was selected instead of others, the strengths and weaknesses of the model, and how it applies to the actor's experience. In addition, Bullough (1997) contrasts Huberman's cycle used in this text with Ryan's life-cycle work that was selected for First-Year Teacher. This is a prime example of how I could write the methodology section for my dissertation. Although this is an inquiry into teacher development, the authors include several vignettes of individual students to establish the instructional challenges Kerrie faced in an inclusion environment, in which she lacked formal training and knowledge. How does one include student vignettes when designing a study surrounding teaching development?

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography Camborne, B. (2002). Conditions for literacy learning: The conditions of learning: Is learning natural? The Reading Teacher 55 (8), 758-762. Cambourne (2002) asserts: Knowledge is constructed socially through interaction that includes questioning, negotiation, dialogue, evaluation, and ultimately, transformation of understanding and the transformation of the learner from that of a more novice practitioner to a more expert one. The goal of learning is not information but knowledge, which requires deep understanding and application. Cantrell-Chambers, S. & H. Hughes (2008). Teacher efficacy and content literacy implementation: An exploration of the effects of extended professional development with coaching. Journal of Literacy Research, 40, 95-127.

This study investigates the effects of yearlong professional development and coaching in content literacy strategy implementation on 6th and 9th grade teachers' personal and collective efficacy. Coaching and collaboration were important factors in the development of teachers' sense of efficacy with and implementation of content literacy strategies. Due to minimal pre-service experiences in literacy strategy instruction and motivating adolescent readers to read increasingly complex texts, teachers feel illequipped to deal with students' literacy difficulties (Greenleaf, Schoenback, Cziko, & Mueller, 2001). The authors confirmed empirical research that teachers who believed they could positively impact student achievement, despite barriers such as motivation or socioeconomic status, were the most effective in implementing change. The author cites Bandura's (1986) seminal research in teacher efficacy, including the power of mastery

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography teaching as the most powerful source of information impacting one's sense of efficacy. Furthermore, the authors explore the power of instructional coaching, indicating an apprenticeship approach to content literacy instruction (Schoenback, Greenleaf, Cziko, & Hurwitz, 1999), which embedded a weeklong summer institute with periodic development throughout the school year was instrumental in the success of content literacy implementation. Coaching, collaboration, and time to integrate and grow literacy skills and strategies were among the top recommendations for future professional development programs focused on this topic. Darling-Hammond & McLaughlin (1995) support "professional development must be sustained, ongoing, intensive, and supported by modeling, coaching, and the collective solving of specific problems of practice" (p. 597). Clandinin, D. J. & Connelly, E. M. (1994). Personal experience methods. In. N. Denzin & Y. Lincoln (Eds.) Handbook of Qualitative Research. London: Sage.

This chapter provides a valuable methodological framework on the use and study of personal experience methods as well as providing an epistemological framework rooted in social science and Deweys work (1916, 1934, 1938). From his works perspective, education, experience, and life are inextricably intertwinedwhen persons note something of their experience, either to themselves or to others, they do so not by the mere recoding of experience over time, but in storied form[therefore], stories are the closest we can come to experience as we and others tell our experience (p. 415). The focus on methods can be set on the four directions of focus: inward and outward,

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography backward and forward (p. 417), which all interplay in a reflexive way. As the authors note, there is a reflexive relatiosb between living a life story, telling alife sotry, retelling a ife story, and reliving a life sotryWhen we begin experiencing the experience, we need to be sensitive to the stories already being lived, told, relived, and retold (p. 418). Researchers need to look for the patterns, narrative threads, tensions, and themes either within or across individuals personal experience (p. 423). Several examples and descriptions of field texts are offered for structuring personal experience research. Connelly, F. M. and Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14. The authors see narratives as metaphors for teaching-learning relationships. In understanding ourselves and our students educationally, we need an understanding of people with a narrative of life experiences. Lifes narratives are the context for making meaning of school situations (p. 3). They claim that the value of narrative inquiry is that it brings theoretical ideas about the nature of human life as lived to bear on the educational experience as lived (3). The paper explores methodological issues of narrative inquiry and outlines possibilities in educational studies. Beginning the narrative inquiry process requires a careful consideration of the relationship between participants and the researcher, which is mutually constructed and maintained. The authors summate, Narrative inquiry isa process of collaboration involving mutual storytelling and restorying as the research proceeds (p. 4). The authors use the term active recording to emphasize the intentional, active, interpretive role a researcher plays as she generates field notes of shared experience. Several additional data sources are described along with

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography examples, which may be useful as I write the prospectus for my dissertation. The authors explicitly address how reliability, validity, and generalizability of positivist research roots do not fit; whereas apparency and verisimilitude are more appropriate criteria for narrative inquiry research (see p. 7). There are methodological and theoretical pieces that will inform my comprehensive examination preparation and future research study.

Coburn, C. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher 32(6): 3-12. Coburn argues that definitions of scale must attend to educational context issues such as sustainability, spread of norms and dispositions of educators, and the ability to shift ownership to a point that the reform can be self-generative. While recognizing that the central purpose of reform is to improve teaching and learning for large numbers of students, Coburn argues that reform must be internalized, that is to say that teachers, schools, and districts own the reform versus sensing that the reform is being pushed into classrooms by external forces. For a reform to be at scale, reforms must effect deep and consequential change in classroom practice, thereby requiring researchers to look beyond the presence or absence of specific materialsto the underlying pedagogical principles embodied in the ways teachers engage students (4-5). As a researcher, I must be cognizant of two essential questions: 1) Which strategies are effective at developing and nurturing dept in teachers enactment of the reform and 2) How can reformers work to create the key conditions in schools and districts that support and sustain classroom change over time? Note, the more challenging a reform is to teachers existing beliefs and practices, or the more aspects of

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography classroom practice or levels of the system it engages the more it may need wellelaborated materials and sustained, ongoing professional development to achieve depth (9). Cochran-Smith, M. and S. Lytle (2009). Inquiry as stance: Practitioner research for the next generation. New York: Teachers College Press. The notion of viewing the practitioner as a knowledge generator and agent for change is at the heart of inquiry as stance in which reform is cultured as a grounded theory of action that positions practitioners as central to the goal of transforming teaching, learning, leading, and schooling. Inquiry is then characterized as a critical habit of mind that informs professional work in all of its aspects including deliberating about what to emphasize and complete, rationalizing why to complete these tasks, and determining who decides with respect to the implications and effects on others. This habit of mind is grounded in the educational contexts and problems that practitioners study and respond to in their work. In effect, inquiry as stance is neither a top-down nor a bottom-up theory of action, but an organic and democratic one that positions practitioners knowledge, practitioners, and their interactions with students and other stakeholders at the center of educational transformation (124). Cochran-Smith and Lytle saliently address the assumption of types of knowledge generated from research: practical and formal and the limitations resulting from such assumptions; to make such a division between theory and practice is to misunderstand the nature of practice (134). Studying practitioners and how they learn throughout their lifetime as educators, reframing beliefs, evaluating dispositions, and relating with

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography colleagues and students may be a piece of my study. Teachers are among the most important factors, if not the single most important factor, in educational change (152). I plan to consider additional implications by the authors regarding time to collaborate and the impact of building trusting, responsive, and supportive workplaces (i.e. district support in my role). Cornett, J. & Knight, J. (2008). Research on coaching. In J. Knight (Ed.), Coaching: Approaches and perspectives (pp.192-216). Thousand Oaks, CA: Corwin. Coaching, in its various forms, is an up and coming field in education that requires additional study. The authors explore the existing research on coaching in four main forms, peer, instructional, cognitive, and literacy as well as make recommendations for future study in the area of coaching. All coaching emphasizes deep respect for the professionalism of teachers, a partnership orientation, focus on listening before talking, emphasis on dialogical conversation, and recognition of the primacy of student learning (p. 193). Council of Chief State School Officers (CCSSO) and Public Consulting Groups Center for Research Management. (2007). Adolescent literacy toolkit. Content area literacy guide. Retrieved on December 11, 2011 from http://www.education.ky.gov/nr/rdonlyres/2d670309-9a31-427e-a85e712fd1f2bc15/0/ccsso_contentliteracy.pdf This resource assists high school teachers in helping students master core content. It includes a framework for effective lesson planning and a planning template that includes before-, during-, and after-reading lessons. The guide provides a collection of two dozen

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography strategies that support students understanding of content in science, social studies, mathematics, and English language arts. Each strategy offers a description, its purpose, step-by-step directions for use, and suggestions for differentiated applications. Corno, L., (2008). On teaching adaptively. Educational Psychologist, 43(3), 161-173. Corno describes the practices of teachers who teach adaptively, or structure lessons in relationship to the students he/she is teaching based on two theories: adaptive instruction (see Snow, 1980) and self-regulated learning (Corno, 2001). The aim of teaching adaptively is to compensate for student weakness and capitalize on student strengths so that each lesson is taught to a group of students who have more in common. Teaching adaptively, it is suggested, is more than differentiation. It may entail microadaptation as a lesson is taking place, which involves continually assessing and learning as one teachersthought and action intertwined. These microadaptations occur in the space betrween teaching and learning were anxieties, fears, and others concerns arise (p. 163). This relates directly to Biestas The Teaching Gap work concerning teacher and student communication. Similarly, Corno cites scaffolding research and argues implementation research describes teachers as reluctant to change teaching practices (see Randi & Corno, 1997); however, by taking a collaborative approach rather than asking teachers to install a new program, teachers made continuous adjustments by the minute, daily, and weekly based on the needs of learners and groups of learners. Relative to my study, I wonder how adaptive the presenters for this staff development initiative are to the needs of their peers given that they meet with them for two, three-hour sessions in any given year. Could I structure the groups differently to support such adaptation? Is it necessary?

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography Correnti, R. (2007). An empirical investigation of professional development effects on literacy instruction using daily logs. Educational Evaluation and Policy Analysis, 29(4), 262-295. This investigation explores the effects of professional development on literacy instruction using teacher logs that were analyzed for several characteristics. The results indicate PD as an effective catalyst for transforming teacher practice. A theoretical framework for literacy instruction outlines several related studies in professional development that may be of further use. Crissman et al. (2000). Creating pathways of change: One school begins the journey. Urban Education, 35, 1: 104-120. The authors explore community members perceptions of change at an elementary school during the first year of implementing the Accelerated Schools Project with a focus on how the school community made this occur quickly. Through the lens of my study, the article explores the culture of change and community, there is no recipe for community building, no correlates, no workshop agenda, no training package. Community cannot be borrowed or bought (p. 108). As such, the community building that I intentionally include in professional development will be impactful in the results of my study. The authors caution: Creating new collaborative practices and professional rhythms inevitably makes demands on the time and energies of professionals involved in the change process (p. 114). Elmore et al. (1996) establishes that successful schools have a strong set of norms about what constitutes effective teaching and translates these beliefs into common classroom practice. Appendices include interview questions for students, teachers and administrators that may be useful models for my study.

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography Cuban, L. (1998). How schools change reforms: redefining reform success and failure. Teachers College Record, 99(3): 453-477.

To judge the success or failure of an educational reform, the author explores three common criteria used by policymakers (effectiveness, popularity, and fidelity) and couples those with the criteria used by practitioners (adaptability and longevity) through an exploration of how the journey of school reform is a dynamic situation, ever-changing throughout the process, never static. A couple striking quotes: 1) Practitioners bring moral and service values inherent to teaching that differ from the technical and scientific values that policy elites possess (459); 2) teachers seek improvement in students performance and attitudes but what teachers count as significant results are seldom test scores but attitudes, values, and actual behavior on academic and nonacademic tasks in and out of the classroom (459); and 3) Without the cachet of scientific expertise, access to top officials, or easy entre to reporters, individual teachers are stuck (460--This is to say that teachers do not always have a mechanism for change outside of their direct locus of control.

This global piece of writing will be useful as I evaluate how my chosen problem of practice applies to different educational settings and which criteria I will choose to evaluate its impact on learning. In the context of content area literacy within mathematics, it may be useful to address how the curriculum has narrowed: the dominant view among national policy elites that education is the engine driving the economy has overshadowed other common purposes of public schools in a democracy

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography such as building citizens, seeking social justice, and providing a psychologically and emotionally healthy experience for children (465).

Daisey, P. (2010). Secondary preservice teachers remember their favorite reading experiences: Insights and implications for content area instruction. Journal of Adolescent & Adult Literacy, 53 (8), 678-687. The author studies the impact of reading experience reflection with preservice teachers in the context of a required content-area reading course. 82 preservice teachers recounted their own experiences with reading and were asked to interpret how these experiences may shape their future teaching practice. Surveys were conducted at the end of the course and revealed preservice teacher dispositions relative to content literacy; data are not delineated by discipline.

Daniels, H. & S. Zemelman (2004). Subjects matter: Every teacher's guide to content-area reading. Portsmouth, NH: Heinemann.

This comprehensive guide provides a rationale for literacy in the content areas with an emphasis on textbook usage, thinking tools that teachers can employ to make text more accessible to all students, and integrating the recommendations by the National Reading Panel in disciplinary literacy. In addition, several examples of integrated instruction are provided with an emphasis on inquiry, backward planning (McTighe), and overarching questions. Chapter 12 includes references to studies of reading that could be explored further.

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography Davis, S. & R. Gerber (1994). Content area strategies in secondary mathematics classrooms. Journal of Reading, 38(1), 55-57.

This article poses a rationale for math teachers lack of application of sound reading principles in their classrooms: too few examples [in content-area texts and content-area classes] relating to math. Davis & Gerber provide five principles to apply: 1) Determine students' prior knowledge; 2) Help students organize information before and during reading; 3) Process text and apply it to math problems; 4) Students discuss and write about content; and 5) Use new learning to create information. Each principle includes an example task or lesson to use with students, which may be a basis for how I research my problem of practice. Deshler, D., Schumaker, J., Lenz, B., Bulgren, J., Hock, M., Knight, J., and B. Ehren (2008). Ensuring content-area learning by secondary students with learning disabilities. Journal of Education, 189, 169-181. Investigations into the challenges and instructional opportunities in teaching students with learning disabilities is emphasized using a five-tiered approach built upon three factors: a) validated teacher-focused and student-focused interventions; b) integrated and comprehensive service delivery systems; and c) well-designed, data-based professional development programs. Cited research involves the challenges of addressing the reading deficits of many LD students in content classrooms and the power of tier 1-2 core classroom instruction to facilitate learning. The authors emphasize, "the general education teacher takes a central role as both the planner and mediator of learning; that is, the teacher carefully organizes and transforms the content into a form that is 'learner

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography friendly'" (Deshler et. al, 2008, p. 174). Additionally, the role of school administrators in content learning for LD students is explored. **Cited: Lenz & Ehren (1999) Content literacy is defined as fluent use of skills and strategies in reading, writing, listening and speaking that facilitate learning in each of the academic disciplines (I paraphrased this already).

Donahue (2003). Reading across the great divide: English and math teachers apprentice one another as readers and disciplinary insiders. Journal of Adolescent & Adult Literacy, 47(1), 24.

Donahue investigates the impact of pairing English/Humanities preservice teachers with mathematics preservice teachers in the context of an undergraduate content-area reading class. The author qualitatively determines the impact of reading apprenticeship between the preservice teachers and how to build shared responsibility for teaching reading strategies across content-areas, providing students with a rich literacy environment, and drawing parallels between discrete subject areas in secondary schools. This approach may be a way to transform high schools to integrated places of learning rather than realms of knowledge.

Draper, R. (2008). Redefining content-area literacy teacher education: Finding my voice through collaboration. Harvard Educational Review, 78(1): 60-83. Draper engages in autobiographical self-study and collaboration with three content-area teachers to establish a disposition related to her role as a content-area literacy teacher educator and broader issues such as literacy reforms (i.e. Write to Learn, Reading Across

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography the Content Areas, etc.) and content-area literacy as a defined methodology. The author advocates for broad definitions of text including print and nonprint forms, a focus on gaining facility with content-appropriate texts for students (i.e. content literacy has a goal of content learning), and content-area teachers must focus on helping their students acquire and learn content-area literacies that foster fluency in texts consistent with the discipline. Draper, R. J. (2010). (Re)Imagining Content-Area Literacy Instruction. New York: Teachers College Press. Draper poses a framework for reconceiving content-area literacy through discussing the importance of imagination as a precursor to educational reform, describing common aims for adolescents resulting in a shared focus by literacy and content-area experts, outlining the unique strengths of disciplinary educators, and exploring one example of collaboration the authors engaged in. Each chapter offers vignettes specific to each discipline (not prescriptive) to illustrate practitioners reimagining units of study to become mindful of literacy. Draper, R. J., & Siebert, D. (2004). Different goals, similar practices: Making sense of the mathematics and literacy instruction in a standards-based mathematics classroom. American Educational Research Journal, 41(4), pp. 927-962. The authors explore the two worlds of mathematics education research and literacy education research through engaging in cooperative inquiry. The study took place in a collaborative, inquiry-based mathematics classroom. Each researcher sought to develop a shared description for learning and literacy by investigating the similarities and

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography differences in instructional goals and practices between literacy and mathematics educators and searching for common ground to address literacy and mathematics issues that occur in mathematics classrooms. A four-component model of mathematics learning and literacy from a shared perspective is offered (p. 952). Draper, R. J., Smith, L. K., Hall, K. M., & Siebert, D. (2005). Whats more important literacy or content? Confronting the literacy-content dualism. Action in Teacher Education, 27(3), 12-21. Duffy, G. (2005). Developing metacognitive teachers: Visioning and the experts changing role in teacher education and professional development. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc. The author explores preservice and inservice professional development through the lens of developing metacognitive teachers. Duffy constructs a case for metacognitive teaching and distinguishes between training and professional development (PD) that supports teachers becoming self-regulative and learning how to adapt knowledge learned to individualized teaching contexts.

Dupuis, M. M., Askov, E. N., & Lee, J. W. (1979). Changing attitudes toward content area reading: The content area reading project. Journal of Educational Research, 73(2).

This study takes a historical look at content-area reading initiatives. In 1979, the Pennsylvania Department of Education launched the Content-Area Reading Project with content teachers and literacy specialists participating in a year-long initiative. Researchers noted "the inservice model [utilized in this study]provides a long-term commitment to change in teacher behavior and attitude. The challenge remains to make such training widely

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography available to content area teachers" (Dupuis, Askov, & Lee, 1979, p. 73). The authors go on to describe some of the main obstacles of the inservice, noting When the specific inservice goal is to help secondary teachers integrate the teaching of reading into content area teaching, negative teacher attitudes provide a serious obstacle" (Dupuis, Askov, & Lee, 1979, p. 66). This coincides with OBriens (1995) research regarding the challenges of content-area reading professional development.

Eisner, E. (1992). Educational reform and the ecology of schooling. Teachers College Record 93(4): 610-627. One thing is clear: It is much easier to change educational policy than to change the ways in which school function (610). Eisner investigates several factors that influence how reforms effect praxis including: 1) Internalized images of teachers roles; 2) Attachment to familiar pedagogical routine; 3) Teacher isolation; 4) Inadequacies of in-service education; 5) Distance between reformers and teachers implementing change; 6) Artificial barriers between disciplines and teachers; and several other dimensions influencing reform. This research provides a litany of implications for content-area literacy: the separation of subject matters persists and is supported by the infrastructure of professional educationteacher training programs, specialization of subject-matter teachers (623); the lecture still dominates at the secondary school level. Students typically have few opportunities to formulate their own questions and to pursue them (624-Note: Consider pairing with Horton & Freire); and No curriculum teaches itself and how it is mediated is crucialdistinguish between the intended curriculum and the operational curriculum (624).

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography Fang, Z. & Schleppegrell, M. J. (2010). Disciplinary literacies across content areas: Supporting secondary reading through functional language analysis. Journal of Adolescent & Adult Literacy, 53(7), 587; 587-597. The authors describe an approach to close reading in the content areas that enables students to identify language patterns and associated meanings in specific disciplines. Functional language analysis encourages students to focus on how language works in order to comprehend and critique content-area text. Fang & Schleppegrell (2010) note, "mathematical discourse is simultaneously technical, dense, and multsemiotic, drawing on natural langauge, symbolic language, and visual display, which interact in disciplinespecific, synergistic ways" (p. 591). Fisher, D. & Frey, N. (2008). Student and teacher perspectives on the usefulness of content literacy strategies. Literacy Research and Instruction, 47, 246-263. Content literacy strategies were selected and implemented in a large urban high school setting over the course of several years. After significant state exam score increases and other notable increases in student performance, measures of usefulness were obtained from both teachers and students in regard to the seven literacy strategies, which had been the focus on monthly staff development and utilized in all disciplines. This embedded approach to explicit strategy instruction across disciplines used purposefully with content has been shown to be effective for students and their teachers. The authors analyzed the student and teacher perceptions of usefulness and considered implications for future professional development based on the disparities between the two. Several notable themes emerged through a mixed methods study including student and teacher surveys,

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography interviews, and classroom observations: 1) effectiveness is influenced by content; 2) sustained focus is necessary to build capacity; 3) students need to be taught for metacognition and content proficiency; 4) practitioners must understand adult knowledge and learning of adolescents; and 5) student perspectives hold valuable insights for teachers and professional development communities. Fisher, D. & Frey, N. (2011). Engaging the adolescent learner: The power of the word vocabulary across the disciplines. International Reading Association, 1-10. The authors explore the impact of academic vocabulary on secondary students within specific disciplines and iterate, "Our work as educators contributes collectively to the ability of our students to represent themselves positively to the world. Among the ways we do this is by fostering their ability to use the vocabulary of the situation to explain, inform, and persuade" (p. 1). Through citing various vocabulary experts, the authors tackle the question of what is means to "know" a word and make recommendations for classroom practice in which vocabulary instruction is: intentional, transparent, useable, personal, and a priority. Specifically, "as a part of intentional vocabulary initiative, teachers model their word-solving strategies...making word solving transparent [through] thinking aloud while reading a piece of text" (p. 8). "It is the job of every teacher in every discipline to ensure that students know the technical vocabulary of the discipline, the academic language to express it, and the word consciousness to purposefully seek out and learn vocabulary independently." (p. 12) The ability to understand a concept is directly tied to an understanding of the vocabulary use to represent those concepts (RAND Reading Study, 2002). In practice,

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography vocabulary knowledge serves as a proxy for content knowledge; however many adolescents are ill-equipped with academic vocabulary to understand text and express ideas. Foxman, D. (1999). Mathematics textbooks across the world: some evidence from the third international mathematics and science study (TIMSS), National Federation for Educational Research, Slough. There is a substantial amount of theoretical and empirical research about reading comprehension; however, much of the research does not focus in on any particular type of text or discipline. One may argue that different texts and different content have different purposes which may require readers to negotiate texts using disciplinary strategies. Osterholm's (2005) research comparing different texts and readers comprehension thereof indicates, "there is no common type of reading comprehension for mathematical texts in general, but one seems to need several types of skills for different types of mathematical texts. In particular mathematical texts using symbols seem to demand a special type of scale for reading comprehension, while mathematical texts written in natural language do not seem to need any special type of skill except a more general reading ability" (pp. 340-341). Furthermore, his research did not indicate a difference between university students and those in upper secondary levels, highlighting the need for explicit teaching of reading symbolic texts and direct practice in developing more content specific literacy skills. Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass. The five core competencies - attending to a broader moral purpose, keeping on top of the change process, cultivating relationships, sharing knowledge, and setting a vision

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography and a context for creating coherence in organizations will support my role as a district leader supporting mathematics teachers development of expertise in disciplinary literacy practices. Gay, A.S., & White, S.H. (2002).Teaching vocabulary to communicate mathematically. Middle School Journal, 34(2), 3338. Gay and White provide extensive reviews of research relative to the importance of vocabulary in learning mathematics and students developing conceptual understanding in algebra. Strategies are presented including concept circles and verbal word association strategies. These are based on the Principles and Standards for Mathematics (NCTM) and its recommendation for increased communication in mathematics. Gay, A.S. (2008). Helping teachers connect vocabulary and conceptual understanding. Mathematics Teacher, 102, 218-223. The author presents the critical nature of appropriate academic vocabulary usage by preservice and practicing teachers as an inroad to mathematics conceptual understanding. As a practicing professor, Dr. Gay provides several vignettes of classroom practice and analyses and examples of three vocabulary strategies: graphic organizers (Frayer model), concept circles, and analogies. These vocabulary strategies are bolstered by the content attainment inductive teaching model developed by Bruner, Goodnow, and Austin (Eggen, Jauchak, and Harder, 1979; Joyce, Weil, and Calhoun, 2004). This model invites learners to analyze examples and non-examples related to a named or unnamed concept. Gifford, M. & S. Gore (2010). The effects of focused academic vocabulary instruction on underperforming math students. Alexandria, VA: ASCD.

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography The authors synthesize research studies of explicit vocabulary instruction in mathematics and its impact on underperforming math students. Not a lot of details or help in this piece. Greenleaf, C., Cribb, G., Howlett, H. & Moore, D.W. (2010). Inviting outsides inside disciplinary literacies: An interview with Cynthia Greenleaf, Gayle Cribb, and Heather Howlett. Journal of Adolescent and Adult Literacy, 54 (4), 291-293. The interview centers on three practitioners experiences with disciplinary literacy instruction. Most examples pertain to social studies and science. Greenwood, S. (2010). Content area readers: Helping middle-level students become word aware (and enjoy it). Clearing House, 83. 223-229. This practical article provides a brief rationale and related research for vocabulary strategies and instructional context for teaching vocabulary. The author purports the crucial nature of explicit vocabulary instruction and offers multiple strategies that balance student choice and challenge--geared for middle school. (A review of vocabulary research with additional source citations is provided on pg. 224). Guskey, T. (2002). Professional development and teacher change. Teachers and teaching: Theory and Practice, 18, , 381-391. Beginning with a definition of professional development programs as "systematic efforts to bring about change in the classroom practices of teacher, in their attitudes and beliefs, and in the learning outcomes of students" (p. 381), Guskey proposes an alternative model that emphasizes first a change in classroom practices, which then leads to changes in student learning outcomes and finally a change in teacher beliefs and attitudes. The impetus for this alternative model rests on two factors commonly overlooked in

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography professional development program planning: 1) what motivated teachers to engage in PD and 2) the process of teacher change. Guskey purports, "...significant change in teachers' attitudes and beliefs occurs primarily after they gain evidence of improvements in student learning" (2002, p. 383). Furthermore, "The crucial point is that it is not the professional development per se, but the experience of successful implementation that changes teachers' attitudes and beliefs" (p. 383). Finally, implications of the model for professional development programs are recommended including the gradual and difficult process of change for teachers, the need for regular feedback to teachers in regard to student learning, and the necessity to provide continued follow-up, support, and pressure.

Stallings (1980) found that providing teachers with regular feedback on student involvement during class sessions could be very powerful in promoting the use of new instructional strategies.

Griffin & Barnes (1984) noted the necessity of a balanced implementation approach in which program fidelity and mutual adaptation considerations should be made through the professional development program relative to the initiative goals.

"Support coupled with pressure is essential for continuing educational improvement. Support allows those engaged in the difficult process of implementation to tolerate the anxiety of occasional failures" (Guskey, p. 388).

Hammerness, K., Darling-Hammond, L., Bransford, J., et al (2005). How teachers learn and develop. In Darling-Hammond, L., & Bransford, J. (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358-389). San Francisco, CA: Jossey-Bass.

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography This chapter focuses on how teachers learn and develop as professionals, which informs the theoretical basis for my research study. McTighe (1998) argues that effective learning opportunities begin with a clear idea of what we want learners to know and be able to do. Along with clear goals, the authors describe the development of teachers as adaptive experts, which involves developing efficiency and innovation (see Corno, 2008). Efficiency is concerned with performing tasks with minimal attention, almost to the point of pedagogical automaticity. Innovation involves moving beyond existing routines and rethinking behaviors to improve practice. To facilitate teachers becoming adaptive experts, three central principles must be attended to: 1. Prospective teachers come to the classroom with preconceptions about how the world, and teaching, works. These preconceptions condition what they learn. 2. To develop competence in an area of inquiry that allows teachers to enact what they know, teacher must: (i) have a deep foundation of factual and theoretical knowledge, (ii) understand facts and ideas in the context of a conceptual framework, and (iii) organize knowledge in ways that facilitate retrieval and action. 3. A metacognitive approach to instruction can help teachers learn and take control of their own learning by providing tools for analysis of events and situations that enable them to understand and handle the complexities of life in classrooms (p. 366). As they develop, expert teachers are able to recognize patterns in what they observe; see more complexities and bring to bear many sources of knowledge about how to respond to them; are more opportunistic and flexible in their practice than novices, responding to the

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography demands of the situation and the task; and have a broad repertoire of skills they can easily access and implement to achieve their goals (pp. 379-380- Berliner, 2001). A framework for teaching learning is offered (see p. 386) that could serve as the theoretical framework for my study, which suggests that teachers learn to teach in a community that enables them to develop a vision for their practice; a set of understanding about teaching, learning, and children; dispositions about how to use this knowledge; practices that allow them to act on their intentions and beliefs; and tools that support their efforts (p. 385). Harmon, J.M., Hedrick, W.B., & K. Wood (2005). Research on vocabulary instruction in the content areas: Implications for struggling readers. Reading & Writing Quarterly, 21, 261280. This article explores research findings concerning content area vocabulary instruction and acquisition in social studies, science, and mathematics. Based on the analysis of research findings, suggestions for effective vocabulary instruction are provided, with an emphasis on meeting the needs of below grade-level readers. Hawkins, D. (1967). I, thou, and it. In The informed vision: Essays on learning and human nature. New York: Algora Publishing. Hawkins characterizes the student-teacher relationship as unique and unparalleled to other human relationships, distinguishing this relationship from parent-child relationships. Human beings are only such when they exhibit interactions and relationships with the world around them. I wonder how often teachers reflect on this distinction and make decisions with this specific intent and distinction in mind. New teachers can exhibit angst over the teacher-student relationship and often talk about

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography establishing boundaries in this It; even so, the relationship between I and Thou is inherently complex, with embedded boundaries that exist in how we interact. How does an educator come to this understanding? When studying human beings, their thoughts and processes, it is important to bracket judgment. Hawkins agrees, noting "we will learn in the process only what we are prepared to observe and accept" (p. 51). Furthermore, we cannot treat children as miniature adults for they are not autonomous yet. In Hawkins language, until he is an autonomous human being who is thinking his own thoughts and making his own unique, individual kinds of self-express out of them, there isnt anything for the teacher to respect, except a potentiality (pp. 59-60). He offers the first challenge of teaching: engrossment. I found this to be of particular interest as our district has a unfettered pursuit of 100% engagement of parents, students, and teachers. Unfortunately, this focus on engagement seems to be arbitrary and superficial, without the deep co-constructed notion of engrossment that Hawkins describes. We want our students to meet us in it and cocreate learning environments and inquire into matters that are engaging to them, topics that engross the mind, body, and spirit in authentic learning. Again, how do educators posture their instruction to support this type of environment and support genuine engagement? Heaton, R. (2000). Teaching mathematics to the new standards: Relearning the dance. New York: Teachers College Press. Heaton engages in self-study research regarding the teaching and learning process of mathematics. Heaton (2000) was confronted by the notion of knowledge of subject in the

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography marriage of knowledge and practice, One of the major things I learned about subject matter knowledge is that acquiring and using it are going to be ongoing intellectual challenges in teaching (p. 149) As Heaton (2000) continued to explore teaching mathematics in a way that precipitated deep understanding in mathematics versus a process-oriented application of algorithms to solve problems, she discovered Teaching for understanding necessitates that the influence on what one knows mathematically travel in multiple directions--from teacher to students, students to teachers, and students to students All participants need to expect to learn from one another (p. 150). What counted as knowing for Heaton was largely predicated on the belief that each person was a valuable part of a larger community and his/her knowledge, acquired in school and outside of school, was to be shared for the benefit of learning together. Heaton (2000) investigated aspects of traditional classroom practice and forced herself to grapple with addressing the salience of the traditional (Zeichner, 1981). One such way was how to use the textbook as a guide to her instructional practice and, going deeper, how the contents of the text may need to be rethought to better support the learning of mathematics.

Hurst, B. (2001). The ABCs of content area lesson planning: Attention, basics, and comprehension. Journal of Adolescent & Adult Literacy, 44, 692-693. Using a simple rule of thumbABCs of lesson planningteachers can put the theory of active learning into practice and make learning more meaningful for their students (p. 692). The framework that surrounds the authors content-area literacy class is about

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography Attention, Basics, and Comprehension. Learning is more meaningful when students are active participants and are required to thinking deeply and critically about content (Hurst, 2001). Furthermore, the author describes potential challenges to content literacy stating: Teachers have learned from research that students need to be actively involved in order to fully understand what they are learning, but sometimes knowing information and knowing how to implement it are two different thingsteachers often revert to the traditional methods of lecturing, reading the chapters, and answering the questions because thats how they learned (p. 692). This aligns well with the mini-project I am conducting for TEAC 930A in regard to classroom norms and ways of teaching and teacher decision-making.

Hyslop, A. (2010). CTE's role in adolescent literacy. Techniques: Connecting Education and Careers, 85(2), 18-21; 21.

This brief article explores how career and technical educators can play a role in developing rich literacy experiences for students through a dynamic and engaging curriculum. CTE instructors have an opportunity to capitalize on the technical literacy concepts that students must acquire to negotiate their way in the workplace. Vocabulary development is a key aspect of literacy that is emphasized with associated reading and writing strategies.

Irvin, J. Meltzer, J., Dean, N. & Mickler, M.J. (2010). Taking the lead on adolescent literacy: Action steps for schoolwide success. Thousand Oaks, CA: Corwin.

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography This comprehensive guide provides research-based strategies for developing school and district wide initiatives designed to promote adolescent literacy development in grades 412. Student involvement as well as appropriate professional development for teachers and district leadership are described. There are several rubrics that may be useful as data collection tools to use during my study. Jacobs, V. A. (2008). Adolescent literacy: Putting the crisis in context. Harvard Educational Review, 78 (1), 7-39. Jacobs provides an opportunity to reflect on past lessons learned regarding adolescent literacy and how they can be applied to current literacy initiatives, including my districts Response to Intervention and Best Learning Practices initiative concerning content reading. The author contends that higher level reading demands actually begin earlier than adolescence, which elicits a need to build on research obtained from intervention programs, including how to support these readers in content-area reading. In addition, she advocates that clarification of the changing roles of educators in the area of reading instruction is necessary to apply the wisdom of the past to our future efforts. Jetton, T. J., & Dole, J. A. (Eds.). (2004). Adolescent literacy research and practice. New York: The Guilford Press. This volume compiles writings from researchers to report what is known about adolescent readers and literacy instruction, the nature of the support for current knowledge and what remains to be investigated to inform research of and practice in teaching adolescent literacy learners. Topics include literacy instruction in content areas,

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography literacy research, interventions for struggling adolescent readers, motivation, cultural influence, and assessment.

Johnson, H., Watson, P. A., Delahunty, T., McSwiggen, P., & Smith, T. (2011). What it is they do: Differentiating knowledge and literacy practices across content disciplines. Journal of Adolescent & Adult Literacy, 55(2), 100; 100-109.

Johnson et al. studied their perceived disconnection between content disciplines, teaching methods, and literacy education by conducting a content analysis of textbooks (either pedagogical and content), examining personal experiences with teacher candidates, and conducting interviews with disciplinary colleagues. As a result, understandings of the field, literacy in the discipline, and practice of the discipline emerged as themes.

Killion, J. (2011). The changing face of professional development. Phi Delta Kappa International, 6 (5).

The author explores the metamorphosis of professional development (PD), the agents responsible for the change in educator PD programs, and recommendations for the future in the context of 21st century learning. Killion urges educators to develop their own expertise with new learning technologies as it assists students success in our networked, technologically rich world and goes on to promote combined use of online and in-person coaching support. Furthermore, educators must be both teachers and learners to be able to understand the complexity of learning in the 21st century, how learning can occur through global networks, and how the role of the teacher is changing.

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography Knight, J. & J. Cornett (2010). Studying the impact of instructional coaching. University of Kansas: Kansas Coaching project at the center for Research on Learning, 1-27. The current mixed-methods study investigates whether instructional coaches impact teacher implementation of proven practices they learn in workshops and the degree of impact on the quality of teacher implementation of new teaching practices. Six middle schools and two high schools in an urban school district serving approximately 14,000 students were selected as sites for the current study. The seven steps to instructional coaching are also referred to as the partnership approach to professional learning. Instructional coaches encourage collaborating teachers to consider ideas before adopting them[and] recognize that reflective thinkers, by definition, must be free to adopt or reject ideas, lest they simply are not thinkers at all (p. 6). Reciprocity is identified as one of the basic tenets of instructional coaching and coaches should expect to get as much as they give: For that reason, one of an instructional coachs goals should be to learn alongside collaborating teachers (p. 6). The Unit Organizer routine and device were selected from the Content Enhancement Routines Series developed at the University of Kansas for Research on Learning. Participating teachers utilized the unit organizer and researchers studied whether instructional coaching as an intervention increases rate and quality of teachers implementation of this new teaching practice. Observations were conducted using an instrument designed to assess the extent of the presence of the unit organizer and the quality of its implementation. Additionally, audio recordings of coaching sessions were collected to ensure a consistent implementation of the instructional coaching model

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography (Knight, 2007). To determine if gains persisted, interviews were conducted 8-12 weeks after the termination of observations and instructional coaching to: 1. Determine whether teachers who were supported by instructional coaches continued to use the teaching routine after coaching had stopped more frequently than teachers who attended the workshop only; 2. Explore teacher perceptions of the utility of the teaching routine in aiding teacher instruction and student learning; 3. Examine barriers to implementing the teaching routine; and 4. Triangulate observation data collected during the experimental study. Teachers who were coached were more likely to implement the teaching routine than teachers who attended the professional development workshop only. Limitations are discussed*(Strong discussion to review when I am writing). Results indicate coached teachers are 1) more likely to implement new teaching practices; and 2) demonstrate higher degrees of quality inside the classroom than teachers who do not receive coaching support. The authors caution, when teachers are expected to change their instruction, additional support is necessary (p. 17). Knight, J., Schumaker, J., & D. Deshler (2002). Partnership learning: Putting conversation at the heart of professional development. University of Kansas Center for Research on Learning. Inservice professional development is likely to continue in school districts across the country, even though traditional methods rarely result in meaningful change. The authors synthesize research concerning how to increase the amount of quality of conversation

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography occurring during professional development sessions. Partnership learning is "a method for planning and delivering professional development sessions in which memorable conversations take a central role" (p. 1). Partnership involves relationships between equals and shared decision-making in which choice is implicit in every communication (Block, 1993; Eisler, 1987). Dialogue is embedded in professional development in which facilitators embrace dialogue rather than lecture while eliciting conversation concerning the content begin explored. Through partnership approaches, individuals have access to a multiplicity of viewpoints, instructional approaches, and reflections from which they can gain insights and make meaning of the content. The authors note, "facilitators operating within the partnership paradigm should believe that participant knowledge and expertise are as important as their own" (p. 5). There are six structures to employ with partnership learning: thinking devices, cooperative learning, stories, experiential learning, partnership learning structure, and question recipes. Reflection learning is one PL structure during which participants engage in activities that integrate the content being learned with real-life practice. This study supports that participants' intent to implement given strategies or approaches is impacted by the way the professional developer conducted learning sessions, with partnership learning sessions producing a higher likelihood of implementation as well as greater teacher engagement during the session and retention of the learning concepts/skills from the session. Professional developers must present meaningful content in a manner that is engaging and enjoyable with a focus on how information is communicated and learned. Knight, J. (2007.) Instructional coaching: A partnership approach to improving instruction.

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography Thousand Oaks, CA: Corwin Press. Instructional coaching provides intensive, differentiated support to teachers so they are able to incorporate research-based instructional practices into their teaching through the use of a coach who is a strong communicator, relationship builder, and instructional model. Coaches promote reflective thinking and dialogue with teachers to "unpack their teachers' professional goals...all with a focus on improving instruction" (p. 31). Knight explains the undergirding principles of instructional coaching derived from several fields. Partnership principles include: equality, choice, voice, dialogue, reflection, praxis, and reciprocity. While adhering to these principles, Knight explains the four teaching practices that instructional coaches share with teachers: classroom management, content, instruction, and assessment for learning. The chapter concludes with the eight components of coaching: enroll, identify, explain, model, observe, explore, refine, and reflect.

Kreber, C. (2003). The scholarship of teaching: a comparison of conceptions held by experts and regular academic staff. Higher education, 46, 93-121. Researchers sought to identify the similarities and differences in the conceptions of the scholarship of teaching between the regular academic staff and university teaching and learning experts. She employed the Delfae method in which each panelist provides his or her views about an issue under consideration and anonymous way. Responses are compiled by the researcher and reported back to all the Camelas to reflect on all of the responses collectively and may change their initial views on the basis of the new information provided. Experts we need to notions such as pure review and scholarly

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography standards whereas regular academic staff associated scholarship of teaching with good or effective teaching. Kreger (2003) proposes those who are motivated primarily by desire to enhance the quality of teaching and learning within the institution or department (Knight & Trowler, 2000) fall on one end of the scholarship of teaching continuum while on the other end are those who are motivated primarily by a desire to "make teaching count" in universities (Smith, 1997). Kreber's research notes the idea of excellence in teaching in and of itself is not very well defined, raising questions such as "are excellent teachers those with high student ratings of instruction or are excellent teachers those who have a positive influence on student student learning?" (p. 95). Results support the need for additional dialogue on the meaning, practice, academic value, and scholarly contribution of the scholarship of teaching at the department and university level.
Knight, P.T. & Trowler, P.R. (2000). Department level cultures and the improvement of learning and teaching. studies and higher education, 25. Smith, R. (1997). Making teaching count in Canadian higher education: developing a national agenda. Teaching and learning in higher education, newsletter of the Society for teaching and learning in higher education, 1-10.

Kresse, E.C. (1984). Using reading as a thinking process to solve math story problems. Journal of Reading, 27(7), 598601. The author describes the importance of applying metacognitive strategies to solving mathematics problems and argues the requirement to do so increases as a student progresses through school. Kresse (1984) writes using math in daily life requires application and integration of all the learned processes. Selecting the right process and

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography answer becomes the key to word problem comprehension (p. 598). From there, applications of SQR in mathematics are provided with specific modeling steps for teachers to integrate in daily instruction. In summary, Kresse (1984) notes Is this teaching math or teaching reading? It is neither and both. It is teaching! It is reading and math as a thinking processinference awareness (p. 601).

Lampert, M. (1992). Practices and problems in teaching authentic mathematics. In Effective and responsible teaching (pgs. 295-314). Retrieved 8/31/11: http://wwwpersonal.umich.edu/~mlampert/lampert%20pdfs/Lampert_1992%282%29.pdf In order to judge whether mathematics is being taught and learned responsibly, one must look at whether the skills and knowledge being acquired contribute to the students ability to actually do mathematics (p. 295). Lampert explores how to authentically engage students in mathematics through vignettes from her fifth-grade classroom. She asserts, Doing mathematics involves both teacher and learner in thinking about quantitative relationships and making and evaluating mathematical assertions (p. 298). The case is made to engage students in active dialogue and questioning when learning mathematics and communicative nature of learning mathematical concepts in which the teacher plays the role as a clarifier and supplier of information rather than a judge (p. 300). As such, she advocates: lessons must be structured to pursue the mathematical questions that have meaning for students in the context of the problems that they are trying to solve. And this means that lessons are more like messy conversations than like synoptic logical presentation of conclusions (p. 307). Furthermore, classroom discourse

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography in authentic mathematics has to bounce back and forth between being authentic (that is, meaningful and important) to the immediate participants and being authentic in its reflection of a wider mathematical culture. The teacher needs to live in both worlds, in a sense belonging to neither but being an ambassador from one to the other (p. 310). Relative to my problem of practice, this chapter contextualizes the struggles faced by math teachers within their content, absent of literacy integration.

Lee, C.D.& Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. New York, NY: Carnegie Corporation of New York. We expect students to face reading comprehension challenges in understanding word problemsand the text and graphic illustration in mathematics textbooks. But mathematics texts present special literacy problems and challenges for young readers (p. 12). The authors explore challenges in reading across the content areas, with a subsection devoted to reading instruction in mathematics, current intervention programs, and instructional recommendations. Generic reading strategies are useful for tackling mathematic textbooks, but do not necessarily help students develop conceptual understanding (Schoenfeld, 1998). In many advanced math classrooms, students are expected to understand the mathematical text and then be able to produce similar text themselves, which requires explicit and repeated instruction focuses on the academic vocabulary and form of communication that math is. The authors argue that disciplinespecific reading strategies result in young peopleform[ing] a lifelong habit of reading newspaper and magazine articles that draw on mathematic evidence more critically, and this ability will help them to act as informed citizens (p. 14). Categories of reading

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography practices in a math classroom as well as instructional foci for supporting readers in the content areas are presented.

Lester, J. H. (2000). Secondary instruction: Does literacy fit in? The High School Journal, 83(3), pp. 10-16.

The author investigates how inservice, beginning, and preservice secondary teachers perceive literacy instruction at the secondary level through reviewing the literature concerning content-area reading instruction within secondary settings and in preservice, university coursework. The findings indicate a need for teachers to recognize their own attitudes and understandings of literacy instruction and to arrive at a consensus for a clear explanation of literature instruction in learning content material at the secondary level. There are multiple studies cited that I will follow-up on.

Lloyd, G. M. (2006). Preservice teachers' stories of mathematics classrooms: Explorations of practice through fictional accounts. Educational Studies in Mathematics, 63(1), pp. 57-87.

This report focuses on the analysis of fictional accounts written by preservice secondary mathematics teachers as a means to gain deeper insight into their ways of making sense of mathematics teaching and learning issues that are particular to recent reforms in mathematics education. The goal was to use fictional stories to develop and present understandings of the preservice teachers views of mathematics teaching and learning.

Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. London & New York City: Routledge.

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography The book addresses the question, "Who will educate the teacher educators and how should that work proceed?" The author distinguishes between teaching student-teachers and teaching them about teaching while stressing the importance of looking beyond tips and tricks of teaching and toward knowledge of attitudes, content area, and skills of teaching. Attention is paid to how student teachers must learn what and how the curriculum is to be taught. The paradoxes, tensions, axioms and assertions (starting on pg 70), were especially insightful to me as I considered my role as a teacher educator. Genuinely understanding the nature of pedagogy is deeply complex when considering teaching beginning teachers how to become practitioners. Emphasis is placed on the importance of professional knowledge and its impact on teacher education practices. Below are key quotes that resonated with me:
A teachers thinking is shaped subconsciously by what Lortie (1975) described as the apprenticeship of observation, during which students formulate views of how teaching looks and how one carries out a lesson. As Loughran (2006) notes, It is not difficult to see how their understanding of teaching may well be caught up in a search for familiar routines and strategies that they experienced as students and howlearning to teach involves simply learning those routines and strategies and applying them to practice (p. 105). ...they [students of teaching] may begin to pay more attention to their assumptions as there is often a need to reframe existing ideas and issues through which significant personal learning may occur as a consequence of seeing a concern from another perspective (p. 142). As an expert in their content, math practitioners need to apprentice their students into their content. Being a creative thinker about how you can assist students in using the tools of the discipline and learning to think like a mathematician or scientist may require reframing existing ideas and examining the content through the eyes of a novice. An important reason for students of teaching to engage in a research process is associated with the need for new understandings of practice to be communicated with others so that such learning moves beyond individual reflection and creates an expectation for professional dialogue, critique, and inquiry (p. 142). Such inquiry and discourse promotes reflection and a search for better pedagogical approaches and stronger learning opportunities for students.

Lowenstein, M. & E. Murphy (1982). An interdisciplinary approach to writing instruction. Journal of Learning Skills, 1(3), 37-42.

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography Published in 1982, this study investigates a current 2011 problem of practice in the context of a university setting in which faculty observed a lack of literacy skills across disciplines. In summary, researchers discovered: that writing is a learning process that can help students master subjects such as mathematics and biology; that writing can be done in many different situation and forms outside of English classes and thus each discipline can find writing that is appropriate to it; that student literacy is the responsibility of every teacher in every discipline; that the more writing students do in diverse settings, the better writers they will become; and that composition teachers can find new approaches to teaching writing by getting to know and making use of what their colleagues in other disciplines do in the classroom (40). This is pinnacle in understanding the scope of literacy within contexts traditionally uncharacterized by reading, writing, listening, and speaking as the problem continues more than three decades later.

Margosein, C. M., Pascarella, E. T., & Pflaum, S. W. (1982). The effects of instruction using semantic mapping on vocabulary and comprehension. Journal of Early Adolescence, 2(2), 185-194. Forty-four junior-high school students were randomly assigned to two vocabulary instruction treatments. One utilized context-rich three-sentence passages that were used as sources for target word definition, which involved applying context clues and other strategies to determine word meaning. The other group, the semantic mapping treatment, entailed learning new words by identifying the similarities and differences with related known words. Results indicated significant main effects favoring the semantic mapping treatment on classroom-based measures and on a standardized measure of general

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography vocabulary knowledge. These findings suggested that focus on word features in related known words may be an effective instructional method to learning new vocabulary.

McConachie, S., Hall, M., Resnick, L., Ravi, A. K., Bill, V. L., Bintz, J., & J. Taylor (2006). Task, text, and talk. Educational Leadership, 64(2), 8; 8-14.

The authors examine literacy in all subject through the disciplinary lens (see Moje, 2008) and provide classroom vignettes that illustrate the five principles of the disciplinary literacy framework (Institute for Learning, University of Pittsburg).

McLaughlin, J. (2006). Implementation research in education: Lessons learned, lingering questions, and new opportunities. In New Directions in Education Policy Implementation. Meredith Honig, Ed. Pp. 25-46. Albany: State University of New York Press. Implementation research focuses on the problems, processes, actors, and outcomes of studies whereby causing researchers to attend to additional areas to deepen the analysis and implications for future study. As I implement ideas of content area literacy, I must recognize that change is ultimately a problem of the smallest unitthat implicates an implementers [i.e. teachers] knowledge base, prior understanding, and beliefs about the best course of action (214-215). Additionally, implementation is not unidirectional; rather it is reciprocal and is not linear or a set of discrete phases. How I choose to develop and organize my study may incorporate McLaughlins considerations.

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography Meijer, P. C., Verloop, N., & Beijaard, D. (2001). Similarities and differences in teachers' practical knowledge about teaching reading comprehension. The Journal of Educational Research, 94(3), pp. 171-184. Researchers investigated the nature of teachers shared practical knowledge about teaching reading comprehension to 16-18 year olds in foreign language courses and broadly explored the variations in practical knowledge between teachers. Practical knowledge is described at the knowledge that teachers generate as a result of experience and reflecting upon that experience. It is highly contextualized and personal and varies greatly from one teacher to another. While the article does not tie directly to my research, I think the scope of the study, which included motivational factors and individual teacher differences, will be important as I develop a methodology for my study.

Menke, D., & Davey, B. (1994). Teachers' views of textbooks and text reading instruction: Experience matters. Journal of Reading, 37(6), pp. 464-470.

I began to investigate this study because of the preponderance of use of textbooks in mathematics classrooms. The authors begin with a review of surveys conducted over 15 years that describe how textbooks are used in different disciplines, dispositions of secondary teachers, and some student response information. The current study investigated how teaching experience influences the use of textbooks in the classroom. Three levels of experience (preservice, beginning, and experienced) were used to categorize 61 secondary teachers (25, 15, 21, respectively). A former instrument was

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography used that asked teachers to rate the frequency of their use of particular strategies and practices and describe textbook selection, typical use of text, and attitudes toward content-area text. Results indicate experienced teachers use the textbook as a source of lecture topics and activities as well as teach students how to use textbooks more frequently than the other two groups. They also use group work or team learning strategies than less experienced teachers. In addition, the authors investigate the role text selection plays on teachers use of textbook materials given that 49% of the respondents were not central to this process, which could influence teachers use of text for assigned reading (data indicated a low use of text for reading activities throughout the three groups). Data also suggests low evidence of reading strategy instruction in secondary content classrooms. There is not disaggregated data for mathematics teachers in this article; therefore, it is unclear whether they were included in the survey.

Moje, E. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy,52 (2), 96-107. Moje advocates that the most productive way to increase literacy achievement of adolescents in secondary schools is through disciplinary literacy instructional programs. Constraints on the integration of literacy instruction in the subject area are presented.

Moje, E.B. (1996). I teach students, not subjects: Teacher-student relationships as contexts for secondary literacy. Reading Research Quarterly, 31 (2), pp. 172-195. Mojes ethnographic study investigated the how and why a veteran chemistry teacher and seven of her students used literacy in their class. The nature of literacy practices,

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography decision-making, and relationship between the teacher, students, and content are reported with the relationship serving as the context and fodder for literacy practices. Literacy activities or strategies were used primarily for organizing knowledge or getting work completed. Because students did not transfer strategies from this context to other courses led the researcher to assert: the use of strategies is domain specific and should be taught by each content teacher (Vacca & Vacca, 1993). Several initial references are cited that explore the historical claims about content teachers resistance to literacy, frequency of literacy strategy enactment by content teachers, and content-area reading coursework requirements. In addition, a sociocultural and interactionist perspectives bolstered this study, which may be a way in which I conduct my research. Symbolic interactionist theory provides the framework for the study, which could also play a part in my theoretical framework. I need to read more about this theory.
Vacca, RT., & Vacca, J.L. (1993). Content area reading (4th ed.). New York: Harper Collins.

Moje, E. B., Dillon, D. R., & O'Brien, D. (2000). Reexamining roles of learner, text, and context in secondary literacy. The Journal of Educational Research, 93 (3, New Discoveries in Literacy for the 21st Century), pp. 165-180.

The goal of this article was to present and discuss the complexities of secondary school literacy learners, texts, and contexts and to draw implications for classroom practice in the new millennium. A historical overview of content area literacy is presented, beginning with emerging research in the 1980s. The authors present three qualitative, interpretive studies that are grounded in sociocultural, interactionist theoretical

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography perspectives. Specifically, the roles of learners, text, and context are explored as the breadth and depth of each construct has grown over time with, for example, emerging technologies. Each case is analyzed to discover how text, learners, and context interplay to construct meaning through the use of vignettes. Dillons work concerned group work in biology and the margining of social and academic agendas; Mojes work surrounded a single Laotian female and her seemingly unfocused engagement with a historical fiction text, influenced strongly by the teachers disposition toward curricula and learners; and OBriens case describes literacy practices of at-risk learners using a multimedia-rich curricula. The authors conclude by urging researchers to examine their assumptions regarding what learners are interested in and understand the Eurocentric practices that drive many literacy pedagogies (i.e. the study of WWII and the Holocaust). Additionally, reflective questions to prompt further research relative to learners, context, and text are presented.

Moje, E. B. (2007). Developing socially just subject-matter instruction: A review of the literature on disciplinary literacy teaching. Review of Research in Education, 31(Difference, Diversity, and Distinctiveness in Education and Learning), pp. 1-44.

In this book chapter, Moje examines current research which fuses the moral and intellectual at the secondary level with an emphasis on social justice. Of particular interest is the section describing four types of disciplinary literacy pedagogy, which include theoretical stances, empirical research, and synopses of findings relative to each type, each situated in social justice theory. Mojes (2007) analysis resulted in four

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography identifiable patterns in disciplinary literacy research: disciplinary literacy conceived as (a) teaching cognitive literacy processes, (b) teaching epistemological processes of the disciplines, (c) teaching linguistic processes of the disciplines, and (d) teaching linguistic and discursive navigation across cultural boundaries. Below, I identify several unique quotes and studies to investigate further.
The disciplinary slices of middle school, high school, and university both underscore differences that exist in disciplinary practices and reify differences that are not as normative as the divisions may suggest. Ironically, these divisions also may hide the fact that much of what happens in subject-matter areas is an artifact of disciplinary thinking and cultural practices engaged in the service of knowledge production in those disciplines (Moje, 2007, p. 3). The intricacies of learning to encode and decode, interpret and apply, and comprehend and critique specialized symbol systems demand particular attention in subject-matter instruction (Moje, 2007, p. 9). Mathematics does involve substantial amounts of conventional text, not least in the form of dreaded word problems, but also in its extensive use of ordinary language, in both informal and technical ways. Further, mathematical relations and equations, even when expressed with technical notation (symbols, diagrams, etc.), are themselves a form of text, meaningful and aniculable propositions, and their comprehension demands skills of literacy not entirely unlike those required for other kinds of textual sense making. Indeed, literacy for the student of mathematics entails being able to navigate flexibly back and forth between two or more language systems-academic mathematics language, school language, and common out-of-school languages (including one's home language) (Bass, 2006, p. 3). According to Bass, "The practices of doing mathematics are in significant measure the practices of precise and supple use of language, in a variety of forms" (p. 3). Lemke (2003) argued that mathematics is composed of multiple semiotic systems that both convey and produce meaning. Each of these systems can be read independently, but in mathematical reasoning, these systems are typically interdependent.

Murray, M. (2004). Teaching mathematics vocabulary in context: Windows, doors, and secret passageways. Portsmouth, NH: Heinemann.

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography Through personal experience, the author advocates for embedded vocabulary instruction to build conceptual understanding of mathematics. Murray provides classroom vignettes in which students participate in vocabulary-building activities such as "I Have...Who Has", generate concept maps, and construct personal meaning for mathematics language. Murray (2004) cautions "it will take something other than the traditional nineteenth- and twentieth- century approaches to teaching mathematics to prepare students for the current technical world" (p. 4). National Council for Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: NCTM. This publication establishes essential elements of a preK-12 education in mathematics for present times and future expectations. These Standards were developed by the National Council of Teachers of Mathematics in consultation with teachers, and other stakeholders. Many states used these as the basis for state standards and curriculum development. This publication includes:

statements of Principle for each of: Equity, Curriculum, Teaching, Learning, Assessment, Technology

recognition of everyone's need for a broader range of mathematics than in traditional US curricula

5 process categories (Reasoning, Representation, Problem solving, Connections, and Communication)

5 content areas (Number, Measurement, Algebra, Geometry, Data and Statistics)

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography

mathematics for all students throughout K-12, linking specifications for each of four Grade ranges.

This publication undergirds the conversation surrounding disciplinary literacy and the context of mathematics.

National Institute for Literacy, National Institute for Child Health and Human Development, and United States Department of Education. (2006). What content area teachers should know about adolescent literacy. Washington DC: Author. This is a report emphasizing research-based instructional practices for improving adolescent literacy skills across content areas and provides information regarding the reading process, five components of reading, and current challenges facing adolescents. In addition, recommendations for content-area learning and instructional techniques are provided with tools in the appendices. The report can be downloaded at: http://www.nifl.gov/nifl/publications/adolescent_literacy07.pdf

O'Brien, D. G., Stewart, R. A., & Moje, E. B. (1995). Why content literacy is difficult to infuse into the secondary school: Complexities of curriculum, pedagogy, and school culture. Reading Research Quarterly, 30(3), pp. 442-463.

The authors explore the complexities of content surrounding secondary content literacy infusion through teacher education, to elaborate on some possible explanations for why infusion efforts have met with limited success, and examine how current research can be used to further content literacy instruction reform. By focusing on curriculum, pedagogy,

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography and school and classroom culture, the authors suggest that content literacy research and teaching must move beyond the teaching of strategies alone toward teaching pre- and inservice teachers to recognize, analyze, and work within the complexities that shape secondary teaching and learning.

Osterholm, M. (2005). Characterizing reading comprehension of mathematical texts. Educational studies in mathematics, 63, 325-346. Researchers compared reading comprehension of two mathematical texts and one historical text with a total of 95 upper secondary and university students. They administered a test of prior knowledge and assessments of the overall reading comprehension. Results revealed the similarity in reading comprehension between the math text with symbols and the historical text but a significant difference in reading comprehension between the two mathematical texts. The use of symbols in mathematics text suggests a need for more explicit teaching every incompetent comprehension for text that includes symbols. Osterholm's (2005) research comparing different texts and readers comprehension thereof indicates, "there is no common type of reading comprehension for mathematical texts in general, but one seems to need several types of skills for different types of mathematical texts. In particular mathematical texts using symbols seem to demand a special type of scale for reading comprehension, while mathematical texts written in natural language do not seem to need any special type of skill except a more general reading ability" (pp. 340-341).

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography Furthermore, his research did not indicate a difference between university students and those in upper secondary levels, highlighting the need for explicit teaching of reading symbolic texts and direct practice in developing more content specific literacy skills.

Parsons, S. A., & Ward, A. E. (2011). The case for authentic tasks in content literacy. Reading Teacher, 64(6), 462; 462-465.

Parsons and Ward argue for authenticity in content literacy assignments, closely associating these well-designed tasks with increased student engagement and vocabulary acquisition. The authors examine the depth of content literacy arguing, skill and strategy instruction is a vital component of content literacy, but content literacy is more than just skills and strategies (p. 462). Two third-grade classrooms are compared and analyzed relative to authentic content literacy tasks.

Phillips, D., Bardsley, M.E., Bach, T., & K. Gibb-Brown (2009). But I teach math! the journey of middle school mathematics teachers and literacy coaches learning to integrate literacy strategies into the math instruction. Education, 129(3), 467-472.

The authors present a professional development project designed to encourage middle school math teachers and literacy coaches to collaborate on the implementation of literacy skills and strategies in math courses. They cite Burns, Fuentes, and others in the recognition that reading instruction needs to be part of mathematics instruction and purport the project addresses needs identified through the NAEP assessment results (2003 stats). Teachers developed an understanding of math as a language of its own, text structures, literacy skills,

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography and vocabulary acquisition strategies through two distinct phases. I may be able to mirror these practices in my context.

Pugalee, D.K. (1999). Constructing a model of mathematical literacy. The Clearing House, 73(1), pp. 19-22. Attempting to describe and characterize mathematical literacy within the fluid and dynamic nature of this form of literacy is the focus of the article (p. 19). Pugalee attempts to integrate the NCTM Standards and principles alongside various mathematics processes and specifies the enablers that facilitate students development of the NCTM processes. Communication, technology, and values (including emotions, beliefs, and attitudes) are offered as potential enablers. Relative to my problem of practice, I was interested in the authors description of communication as a way to develop conceptual thinking: the development of thought and the development of languagecreates conceptual thinking. Thus, discourse can be seen as a facilitator of the construction of mathematical knowledge. It is powerful when individuals become engaged in the type of discourse that forces them to reason about the mathematics they are usingSuch levels of communication are related to learning to clarify, refine, and consolidate thinking in ways that promote associations between informal and intuitive ideas in mathematics within the realms of abstract language, symbolism, and multiple representations (p. 22).

Reeves, D.B. (2008). The 90/90/90 schools: A case study. In Accountability in action: A blueprint for learning organizations (pp. 185-208). Advanced Learning Press. Retrieved 8/31/11 from:

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography http://cusd.capousd.org/edusupport/Deptservices/Education%20Division/PLC/90-9090%20school%20research.pdf The author provides examples from multiple school systems (urban, suburban, large, & small) to illustrate the common characteristics of 90/90/90 schools (over 90 percent poverty, over 90 percent minorities, and over 90 percent of students achieving at high proficiency levels):

A strong focus on academic achievement Clear curriculum choices Frequent assessment of student progress and multiple opportunities for improvement An emphasis on nonfiction writing** Collaborative scoring of student work, with explicit guidelines

He stresses that teacher quality and effective leadership, not demographics, are the most dominant factors in determining student success. He identifies nine teaching and leadership characteristics that distinguished schools with the greatest academic gains:

1. Schools devoted time for teacher collaboration that focuses on student work and proficiency. 2. Teachers provided significantly more frequent feedback than a typical report card. In a classroom assessment scenario in which there are multiple opportunities to improve, the consequence for poor performance is not a bad grade and discouragement, but more work, improved performance, and respect for teacher feedback (p. 189).

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography 3. Schools made dramatic changes in their schedules. 4. Teachers engaged in action research and mid-course corrections. 5. Principals made decisive moves in teacher assignments, such as reassigning teachers to different grades within the same school. 6. Schools included an intensive focus on student data from multiple sources, and teachers compared students to themselves rather than to other student groups. 7. Schools consistently used common assessments (as opposed to tests) and quickly received feedback to help improve performance. 8. Schools employed the resources of every adult in the system and provided appropriate professional development, especially around student achievement and disciplinary issues. 9. Schools stressed a cross-disciplinary curriculum integrating subjects currently downplayed (e.g., art, music, career & technical education).

Specific to literacy, Reeves explores the power of writing in all disciplines, indicating Students process information in a much clearer way when they are required to write an answer. They write to think and, thus, gain the opportunity to clarify their own thought processesTeachers have the opportunity to gain rich and complex diagnostic information about why students respond to an academic challenge the way that they do. In contrast to binary feedback (right/wrong) provided by most assessments and worksheets, the use of performance assessments that require written responses allows the teacher to diagnose obstacles to student learning. By assessing student writing, teachers can discern whether the challenges faced by a student are the result of vocabulary issues,

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography misunderstood directions, reasoning errors, or a host of other causes that are rarely revealed by typical tests (p. 189-190). Testing implies an end-of-year, summative, evaluative process in which students submit a test and the results--typically many months later--are used by newspapers and policy makers to render judgment about education...Contrast this to the best practice in assessment, in which students are required to complete a task and then very soon--they receive feedback that is designed to improve their performance (p. 199).

Romine, B. G. C., McKenna, M. C., & Robinson, R. D. (1996). Reading coursework requirements for middle and high school content area teachers: A U.S. survey. Journal of Adolescent & Adult Literacy, 40(3), pp. 194-198.

The current study was conducted via a survey to determine whether the trend for required content literacy coursework, which began to rise in the 70s and 80s (see Estes & Pierce, 1973; Farrell & Cirrincione, 1984), continued to increase in the 90s. Based on the premise that literacy processes in content classrooms can help students organize and construct content knowledge, the team conducted telephone surveys to the 50 states and District of Columbia using the following questions:
1. How many courses in developmental reading instruction are required for certification as a middle school teacher? 2. How many courses in content area reading are required for certification as a middle school teacher? 3. How many courses in developmental reading instruction are required for certification as a high school teacher? 4. How many courses in content area reading are required for certification as a high school teacher?

Their results revealed that some states that required coursework in the 80s (6 states) no longer did due to competency requirements rather than coursework requirements, while

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography nine states added CAR course requirements for certification. The authors cite Alvermann, Hayes, Dillon, and Laytons (1985) work, which demonstrated that working directly with practicing teachers, within the context of their own schools and materials, produced much better transfer relating the importance of mentoring and modeling in order to infuse literacy in meaningful ways in content-area classrooms (p. 197). Concluding with a caution, Unless courses are supplemented or restructured to encourage actual implementation
of effective instructional techniques, little positive change can be expected in U.S. subject matter classrooms (p. 197). I need to investigate to see if a similar study has been conducted in

the 2000s. Russo, M., & Rubino, N. (1986). Linking reading/language arts and math. Equity and Choice. 2(2), 41-44. This research suggests that basic literacy skills of reading, speaking, writing, and listening are the common denominator for all subject areas and employing literacy strategies in subject area classrooms makes for better educational experiences for all children; hence, paving the way for a deeper understanding of the content. Teaching and learning in math classes [can be] significantly improved if teachers increase the quantity and quality of communication about math. This article may have primary references to investigate further. Schoenfeld, A. H. (2011). How we think: A theory of goal-oriented decision making and its educational applications. New York: Routledge. Schoenfelds theoretical claim in this text is that peoples decision making in wellpracticed, knowledge-intensive domains, such as teaching, can be fully characterized as a

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography function of their orientations, resources, and goals. If you know enough about these three things, a persons actions can be explained at both the macro and micro levels. Schoenfelds theory is grounded in the following: If you can understand (a) the teachers agenda and the routine ways in which the teacher tries to meet the goals that are implicit or explicit in that agenda, and (b) the factors that shape the teachers prioritizing and goal setting when potentially consequential unforeseen events arise, then you can explain how and why teacher makes the moment-by-moment choices they make as they teach (p. 10). This may play a role in my theoretical framework as I attempt to understand how math teachers make sense of literacy tools and strategies.

Schumm, J. S., & Saumell, L. (1994). Reading in the mathematics classroom: Unresolved issues. Journal of Reading, 37(5), 389-390.

Schumm and Saumell (1994) purport content area reading courses and professional development focuses on expository texts common to science and social studies, leaving no relevance for mathematics educators. A study conducted by Muth (1993) is the basis for the article.

Shanahan, T. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59; 59. Students often attempt to read mathematics texts for the gist or general idea, but this kind of text cannot be appropriately understood without close reading. Math reading requires a precision of meaning, and each word must be understood specifically in service to that

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography particular meaning (49). The authors conducted a two-year study of math, science, and social studies teachers in order to rethink the basic content-area literacy curriculum that tends to meet the needs of the lowest performing readers. They set out to formulate new strategies or modify existing ones to address the specific disciplinary reading demands of the content areas noted previously. Recent data suggests early learning gains, instead of catapulting students toward continued literacy advancement, disappear by eighth grade. Furthermore, the authors promote a more sophisticated literacy development curriculum that encompasses the challenges of disciplinary text and importance of literacy in economic and social participation.

Shell et al. The unified learning model: How motivation, cognition, neurobiological sciences inform best teaching practices. Dordrecht, Netherlands: Springer. The ULM is a synthesis of learning models and theories. It is not merely a review of all, but instead brings them together to form a relevant and useful piece for understanding the learning process through motivation, cognition, and neurobiological concepts. There are three principles that compose the ULM: 1. Learning is a product of working memory allocation. 2. Working memory allocation is affected by prior knowledge. 3. Working memory allocation is directed by motivation. These principles are applicable to my research study as I investigate how adults learn to enact disciplinary literacy practices and how they describe their experiences as adult learners in professional development. Specifically, I wonder how prior knowledge shapes their learning.

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. The author begins by describing the cleavage between pedagogy and subject matter or content knowledge in the context of teaching, which began with a sharp focus on content in the early 1900s to a shift to pedagogical focus in the 1980s due to teacher effectiveness research. To address this aperture, the author studied novice teachers, who were expert students, and their transition into teaching. Each candidates intellectual biography was traced to determine the set of understanding, conceptions, and orientations toward the subject they taught. Interviews, observations, and analysis of materials were conducted to generate a holistic picture of each participants transition. Shulmans pedagogical content knowledge is a key piece of theory in understanding ways in which teachers know how to teach, how to represent what they teach, and how to question students about it, as well as questioning where teacher explanations come from. It seems a matter of understanding how students can learn, what they struggle with, and how best to reach students based on strong content knowledge and pedagogical knowledge. This concept fits well with understanding adaptive expertise (Corno, 2008). There are also merits for case study knowledge presented as inroads to teacher development. Sidorkin, A.M. (2002). Learning relations. New York: Peter Lang. Similar to Biestas (2004) work Mind the Gap, Sidorkin provides a case for a pedagogy of relations as the linchpin to new educational theory. In this proposed theory, the relationship between learners and content is of utmost importance. Sidorkin (2002)

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography argues educational reform has missed the mark because the quality of human relationships, the quality of communal experiences in schools, and the power of relationships have been largely ignored. He writes, "once we can perceive relations as a text and actions as a context, we can see a very different picture of education. What we do with students is not that important; what sort of relations we build with and among them becomes very important" (p. 85). It is through these relations that learning and motivation for learning occurs. "The pedagogy of relation begins with the postulate that learning motivation is mainly a function of relations" (p. 87). As a curriculum facilitator, the relationship that I build with teachers as adult learners is imperative to their professional development (PD) and how teachers describe their PD experiences. This piece provides a foundation for learning and the theoretical perspective that my study aligns with.

Stahl, K. A. D., & Bravo, M. A.,. (2010). Contemporary classroom vocabulary assessment for content areas. Reading Teacher, 63(7), 566; 566-578.

Stahl and Bravo investigate ways in which vocabulary knowledge can be assessed for depth rather than breadth and offer instructional recommendations for teachers including Vocabulary Knowledge Scales, Vocabulary Recognition Task, and Vocabulary Assessment Magazine. All recommendations are intended to be used a pre- and post-test measure and fall within the three assessment dimensions: discrete-embedded, selective-comprehensive, and context-independent-context-Dependent.

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography Stigler, J. & J. Hiebert (1999). The teaching gap: Best ideas from the worlds teachers for improving education in the classroom. New York: The Free Press.

Comparative studies in education are at the forefront of science, technology, engineering, and mathematics (STEM) curricular debate. Using the results from the Third International Mathematics and Science Study (TIMSS) in company with an analysis of teaching practices utilized in math classes in Germany, Japan, and the United States, the authors offer a unique perspective on teaching practices and a potential action plan to revise teaching math in Americas schools-through lesson study. The basis of their plan is emphasized through creating school where teachers as well as students can learn similar to many practices in Japanese schools; additionally, teachers must have time to collaborate, observe, and interact with one another for long-term transformation to occur. The Teaching Gap provides the backbone of current mathematics education, student achievement data, and sources to support any study of literacy within this context.

Taylor, R. & V.D. Collins (2003). Literacy leadership for grades 5-12. Alexandria, VA: ASCD. This comprehensive guide by Taylor and Collins is intended to assist school leaders in building comprehensive, school-wide literacy cultures through professional development, collaboration, and leadership. The authors outline a multi-step approach with researched best practices to promote adolescent literacy. While this does not deal specifically with content-area literacy, the approach incorporates a balanced approach and offers suggestions for involving content teachers in school wide initiatives.

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography Thayer-Bacon, B. (2004). Personal and social relations in education. In C. Bingham & A.M. Sidorkin (Eds.) No education without relation. New York: Peter Lang. 165-179. Relationships are imperative to learning. Thayer-Bacon (2004) ruminates on this thought: " Education is a studenting- teaching process that involves a teacher and a student (whose roles are fluid, flexible, and often interchangeable) and something that is taught ( the curriculum, the content) in some kind of setting in some manner (the form of instruction, the context)" (p. 165). Knowing comes from a transactional, fluid relationship between students, teachers, an content. Continuing, "a relational approach to knowing describes knowers as social beings inrelationwithothers, not as isolated individuals. As social beings inrelationwithothers, we must not only focus on relationships, but also ensure that these relationships are caring rather than harmful, oppressive ones" (p. 168). In many ways, this reflects Hawkins (1967) description of the three-way interaction that constitutes learning, but also builds upon this notion by exploring constructivist epistemologythe multiple perspectives and individual meaning-making experience that learners bring to situations. This piece provides a foundation for learning and the theoretical perspective that my study aligns with. Thompson, D.R., & Rubinstein, R.N. (2000). Learning mathematics vocabulary: Potential pitfalls and instructional strategies. The Mathematics Teacher, 93(7), 568573. Beginning with questions, Do your students speak mathematics, or do they think that the mathematics classroom is another country where they must use a foreign language? Are they sometimes confused or overwhelmed by new vocabulary? Do they misuse words, forget key terms, or ignore important distinctions between words? (p. 568), the authors

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography provide a framework for learning mathematics vocabulary in effective, long-lasting ways that promote retrieval and application. These approaches vary from verbal to kinesthetic and also incorporate examples of how writing can be used to facilitate conceptual understand. *Shared with math dept. 2-23-12 Thompson, M. (2008). Multimodal teaching and learning: Creating spaces for content teachers. Journal of Adolescent & Adult Literacy, 52(2), 144-153. The author examines preservice and practicing teachers in a course titled Middle Childhood/Adolescent Literacy Methods that is designed to reconstruct definitions of literacy to be multimodal through engaging in multimodal literature circles and reader responses choices. Furthermore, the author distinguishes between multimodal as purely integrating technology to incorporate the aspect of different experiences and reactions to text as being multimodal literacy. Examples of multimodal literature roles across disciplines are provided (including math). Torgesen, J. K., Houston, D. D., Rissman, L. M., Decker, S. M., Roberts, G., Vaughn, S., Wexler, J., Francis, D. J., Rivera, M. O., & Lesaux, N. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center on Instruction. This guidance document includes three sections designed to improve literacy instruction for adolescents: (1) recommendations for improving literacy in the content areas (2) experts advice on methods for improving adolescent literacy from the perspective of school- and state-level policy recommendations; and (3) examples of state activities that

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography support improved adolescent literacy instruction. These recommendations are undergirded by a discussion of adolescent motivation and engagement. Tracey, D. H. & Morrow, L.M. (2012). Lenses on reading: Introduction to theories and models (2nd ed.). New York: Guilford Press. This comprehensive volume presents multiple theories and models related to reading, with practical and research-related ideas presented. The chapter of most interest is based on constructivism and theories that align with active meaning-making in the reading process. While the emphasis of my research rests with adult learners and how they come to understand, there are elements of reading theories that may serve future research interests in student disciplinary literacy learning.

Wallace, F. H., Clark, K. K., & Cherry, M. L. (2006). How come? What if? So what? Reading in the mathematics classroom. Mathematics Teaching in the Middle School, 12(2), pp. 108115.

In this practitioner-focused text, the authors provide recommendations for integrating literacy through authentic applications of real-world contexts. The authors assert, Since our students are on their way to becoming productive adult members of society, it makes sense that we infuse these naturally existing text sources into mathematics instruction, thus facilitating student engagement with mathematics on new levels. Primarily, we want students to be able to ask and answer How come? What if? and So what? questions by exploring (1) informational trade books, (2) literature, and (3) environmental print (p.

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography 109). While not a research article, it provides some ideas that I could use in my work context. Wilhelm, J. (2008). You gotta BE the book (2nd Ed). New York: Teachers College Press. When you are reading or learning, you are reading about something. If the teacher purposefully connects that something to an essential question or learning objective, the dynamic of the classroom is changed where students and teachers are working together in collaboration to investigate issues that are relevant in the world and the given discipline (Wilhelm, 2008). Three ways to help students develop and exercise more competence is (1) re-energizing our methods by making them more active, hands on, fun, social, and connected to the students current lives, (2) by organizing learning around a context of inquiry that foregrounds an immediate functional purpose for what is learned, and (3) by rethinking and expanding the materials we use, (148). Students, familiar with types and examples of graphic organizers, do not generally understand the purpose of a graphic organizer--to organize and analyze data. Conversely, students seem to use them as a glorified worksheet for repeating what they have read or learned, not for seeing new patterns in the data and constructing new kinds of knowledge and representing this knowledge, (Wilhelm, 2008, 185). Wilhelm, J. (2007). Engaging reader and writers with inquiry: Promoting deep understandings in language arts and the content areas with guiding questions. New York: Scholastic. Wilhelm (2007) warns, there are several components of normal classroom practice that make it hard to notice kids and track their learning, such as an overreliance on lecture and information-transmission curricula that require regurgitation instead of a struggle toward

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography understanding, (p. 90). In addition, inquiry contexts change how the textbook is used, where the textbook is just one resource that provides a summation from the dominant viewpoint, (Wilhelm, 2007, p. 163). differences

Wilson, A. (2011). A social semiotics framework for conceptualizing content area literacies. Journal of Adolescent & Adult Literacy, 54(6), 435-444.

Regardless of research supporting the need to integrate literacy instruction across disciplines and into daily practice, Wilson argues that due to the uses and conceptions of text in each discipline, reading and writing performed in each content area will differ. Furthermore, the author indicates that recognizing these differences may lead to more responsive literacy instruction within each content area and more support offered to adolescents as they experience the traditional high school and navigating multiple content areas throughout their school day. Specific to mathematics, Spoken explanations mediate students comprehension of numbers and symbols, and gestures ensure that all people are talking about the same mathematical object[and] common representations in mathematics, then, place students in a compliant role as they respond to the anonymous command to perform an operation or solve a particular problem. In short, students require skills to navigate the implied meanings of numbers and symbols as methods to write about their content.

Wilson concludes with two implications: 1) Disciplinary reading instruction can entail more than comprehension strategy instruction; it can also entail encouraging students to take a broad view of the uses and forms of text in each discipline; and 2) When definitions of text

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography are expanded beyond printed words (i.e. mathematical symbols, teacher demonstrations of graphing, etc.) reading and writing instruction includes explicit attention to the characteristics of multimodal representations. Wilson, N., Grisham, D. & Smetana, L. (2009). Investigating content area teachers understanding of a content literacy framework: A yearlong professional development initiative. Journal of Adolescent & Adult Literacy, 52 (8), 708-718. This qualitative research study examined teachers metacognitive understandings of the Question-Answer-Relationship (QAR) strategy through analysis of lesson plans, openended questions, and think-alouds. Professional development used theory, demonstrations, and opportunities for practicing the QAR in a variety of settings. After three days of intensive professional development and follow up sessions, teacher understanding and metacognitive thinking about QAR intensified.

Wood, K. (2011). STEM Literacies: Integrating reading, writing, and technology in science and mathematics. Middle School Journal, 55-62.

The author advocates for instructional change in which middle school teachers no longer see themselves as content specialists in a single subject. Rather, teachers must view learning content as an integrated, connected, and unified process in which technology and literacy are givens. Furthermore, teachers must see literacy in all its dimensions including reading, writing, listening, speaking, and viewing. It is through these dimensions that learning occurs and supports retention of critical content. Wood provides three exemplars of middle grades teachers who integrate STEM and literacy, which include an emphasis

Janet L. Larson TEAC 930B, Summer 2012 Dr. Stephanie Wessels Annotated Bibliography on real-world applications, vocabulary, and critical content to the discipline. When students have multiple exposures and interactions with words, they are able to engage in reading, recording, discussing, and thinking about language in ways that extends their understanding and use of content-specific words. Zeichner, K. and Tabachik, B. (1981). Are the effects of university teacher education washed out by school experience? Journal of Teacher Education 32 (3), 7-11. According to research Ken Zeichner (1981), teaching and schools do not always make use of advances in research and new findings because of the salience of the traditional in which stakeholder expectations, community pressures, and traditional structures prevent practitioners from applying recent breakthroughs in educational practice. His research reveals that pre-service and in-service teachers who go back to school will articulate new theories and develop rich repertoires for implementing these new theories, but then quickly revert to teaching the way they were taught or in the ways they have taught before. Why? Tradition is difficult to overcome.