ABSTRACT

This paper explores the reasoning processes expert teachers use when reading and responding to elementary students’ writing. We report findings from a qualitative multi-case study drawing on “think-aloud” interview data from seventeen participants as they read and responded to narrative, informational, and opinion/argumentative drafts. Findings indicate the teachers looked for the logic in student drafts, compared the drafts to an internalized “expected text,” responded to meaning before mechanics, framed their responses within an iterative process, and prioritized what they chose to respond to. The findings suggest three aspects of teacher reasoning that extend the current literature on effective reading and responding: (1) an appreciative stance grounded in a view of children as authors; (2) comparison to complex multi-faceted expected texts; and (3) reasoning in terms of iterative response cycles. By unpacking expert teacher reasoning, this study provides insight into what novice teachers must learn in order to formulate effective responses and points to the importance of future research into how to support this learning.

摘要

本文探讨了专家教师在阅读和回应小学生写作时使用的推理过程。我们报告了一项定性多案例研究的结果，该研究利用 17 名参与者在阅读和回应叙述性、信息性和意见/议论性草稿时的“有声思考”访谈数据。调查结果表明，教师在学生草稿中寻找逻辑，将草稿与内化的“预期文本”进行比较，先于机制回应意义，在迭代过程中构建他们的回应，并优先考虑他们选择回应的内容。研究结果表明，教师推理的三个方面扩展了当前关于有效阅读和回应的文献：（1）以儿童为作者的观点为基础的欣赏立场；(2) 与复杂多面预期文本的比较；(3) 根据迭代响应周期进行推理。通过解开专家教师的推理，本研究深入了解新手教师必须学习什么才能制定有效的回应，并指出未来研究如何支持这种学习的重要性。