Seeing the Complexity of Standing to the Side: Instructional Dialogues

By Gaea Leinhardt, M. Steele. 2005

204 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1be60b552a71f706337d2f6896b4fb8fcb8da558

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Rigor and Responsiveness in Classroom Activity (2016, background): “These instructional explanations (Leinhardt & Steele, 2005) balance various accountability goals to students’ lived experiences, the classroom community, and expectations for legitimate participation in disciplinary work (Michaels et al., 2008).”
Organizational Resources in the Service of School-Wide Ambitious Teaching Practice (2011, background): “Research on ambitious teaching in different content areas has provided insights into the challenges of putting these higher standards for learning and knowledge into practice in individual classrooms with diverse learners (e.g., Bain, 2006; Lee, 2007; Leinhardt & Steele, 2005).”
Prospective teachers’ learning to provide instructional explanations: how does it look and what might it take? (2011, background): “Empirical studies examining teachers’ explanations in mathematics (Leinhardt 1987, 1989; Leinhardt et al. 1991; Leinhardt and Steele 2005) and English language arts (Duffy et al.”
Developing Pedagogies in Teacher Education to Support Novice Teachers' Ability to Enact Ambitious Instruction (2009, background): “Using skill and knowledge involves being skilled at the routine elements of participation structures so that it is possible to interpret and respond to the non-routine information generated by students engaged in mathematical work (Dreyfus, 2004; Feldman & Pentland, 2003; Ghousseini, 2008; Leinhard”
Learning Teaching in, from, and for Practice: What Do We Mean? (2010, methodology): “Following on the work of Graziani (2005), Lampert (2005), and Leinhardt and Steele (2005), they argued for the rehearsal of “routine instructional activities” in teacher education, pointing out that a focus on rehearsing and becoming proficient at the routine aspects of teaching can provide a…”
Conceptualizing Mathematically Significant Pedagogical Opportunities to Build on Student Thinking. (2015, methodology): “Episode 1: Fractions Episode 1 (see Figure 6) is taken from Leinhardt and Steele (2005) and comes from a fifth-grade class discussion about finding output values for the rule 3x + 1 when given different input values.”
A collective case study of the influence of teachers' beliefs and knowledge on error-handling practices during class discussion of Mathematics (2011, background): “Within this context, examination of students’ flawed solutions during class discussion has been shown to be especially useful for facilitating insight into the mathematics of focus (Borasi, 1994; Kazemi & Stipek, 2001; Leinhardt & Steele, 2005).”
Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning (2009, background): “…structures have been identified that regularize aspects of instruction in relation to ambitious principles of mathematics content and learning (Leinhardt & Steele, 2005; Stein et al., 2008), these routines do not get deliberately practiced in teacher education in ways that would enable…”
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice (2015, methodology): “…the kind of learning opportunity that preservice teachers created through these interactions, we used methods for modeling the complex practice of teaching (Leinhardt & Greeno, 1986; Leinhardt & Steele, 2005) to develop our own model for the process of attending and responding in these episodes.”
Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007, background): “Such routines provide predictable ways to move through activity structures, set social norms for participation and use of resources, and foster interaction (Leinhardt & Steele, 2005).”